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UNIVERSITY  OF  CALIFORNIA 
AT  LOS  ANGELES 


Record  Aids 

IN 

College  Management 


Helpful  Record  Forms 
In    Use    by    Colleges 


Compiled   and   Edited  by 

GEORGIA   G.   RALPH 
WILLIAM    H.    ALLEN 

With    Aid    From   52    Colleges 


INSTITUTE   FOR   PUBLIC   SERVICE 

51   CHAMBERS   ST.,    NEW   YORK   CITY 


November,    1916 


Colleges   and    Universities 
Which   Sent    Records    for   Study 


1 — Bryn  Mawr  College 

2 — California,  University  of 
3 — Carnegie  Institute  of  Tech- 
nology 
4 — Chicago.  University  of 
5 — Cincinnati,  University  of 
6 — College  of  the  City  of  New 

York 
7 — Colorado  College 
8 — Columbia  University 
9 — Cornell  University 

10 — Elmira  College 

11 — Harvard  University 
12 — Haverford  College 
13 — Hobart  College 
14 — Howard  University 
15 — Hunter  College 

16 — Idaho,  University  of 
17 — Indiana,  University  of 

18 — Jamestown  College 

19 — Kansas    State    Agricultural 

College 
20 — Kansas,  University  of 

21 — Lafayette  College 
22 — Lawrence  College 
23 — Lake  Forest  College 

24 — McKendree  College 
25 — Maine,  University  of 


26 — Massachusetts     Agricultural 

College 
27 — Miami  University 
28 — Minnesota,  University  of 
29 — Missouri,  University  of 
30 — Mt.  Holyoke  College 

31 — New  York  University 
32 — Northwestern  University 

33 — Pennsylvania,  University  of 
34 — Polytechnic  Institute  of 

Brooklyn 
35 — Pratt  Institute 

36 — Radcliffe  College 

37 — Rhode  Island  State  College 

38 — Rochester,  University  of 

39 — Smith  College 
40 — Stevens  Institute 
41 — Syracuse  University 

42 — Union  College 

43 — Vassar  College 

44 — Vermont,  University  of 

45 — Washburn  College 

46 — Washington,  State  College  of 

47 — Washington,  University  of 

48 — Wellesley  College 

49 — Wells  College 

50 — William  Smith  College 

51 — Wisconsin,  University  of 

52 — Yale  University 


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Table  of  Contents 


Educational  reasons  for  college  records 5 

Admission  records    7 

Forms  1-9 

Individual  records  for  students  after  admission 17 

V  Forms  10-14 

^         Student  progress  in  scholarship 22 

i  Forms  15-19 

^  Character  and  personality  of  students 29 

Forms  20-30 

A*  Student  health    40 

Forms  31-40 

Attendance    53 

^^  Forms  41-43 

Why  students  drop  out 55 

Forms  44-45 

Scholarship  records    58 

Forms  46-52 

Studying  how  instructors  grade 63 

Forms  53-54 

Student  budgets  of  expenses  and  resources 65 

Forms  55-56 

Time  budgets  for  students 70 

Form  57 

Facts   about   graduates 72 

Form  58 

[3] 


4  Table  of  Contents 

Use  of  college  space  75 

Forms  59-62 

Written  agreements  with  staff 81 

Forms  63-65 
Teaching  load  of  faculty 85 

Forms  66-67 

Extra-teaching  time  distribution 88 

Forms  68-72 

Budget  making  for  higher  education 95 

Forms  73-88 

Supervision  of  student  organizations 106 

Forms  89-90 

Appointment  bureau  records 109 

Forms  91-101 

Miscellaneous  aids    123 

Index 124 

Map  of  colleges,  universities  and  normal  schools.  . . .  128 


In  many  instances  only  parts  of  forms  have  been  reproduced  as 
the  purpose  is  to  emphasize  helpful  questions  in  use  rather 
than  forms  complete 

Size  of  form  is  noted  at  the  top  of  illustrations  where  this  fact 
seemed  helpful 


Educational  Reasons  for  College  Records 

The  purpose  of  this  cooperative  study  was  threefold 

1.  To  indicate  some  progressive  tendencies  in  education 

as  reflected  in  college  records 

2.  To  point  out  some  ways  in  which  meaningful  records 

are  being  used  to  promote  student  welfare  and  edu- 
cational efficiency 

3.  To  help  extend  and  universalize  record  keeping  by 

colleges  that  will  lighten  the  labor  of  college  offi- 
cers, enhance  student  benefits  and  answer  Demo- 
,     cracy's  questions  about  higher  education 

The  phenomenal  growth  of  education  in  recent  years  has  made 
systematic  record  keeping  a  physical,  social  and  economic 
necessity 
In  numbers,  colleges  have  grown  from  institutions  with  at 
most  a  few  hundred  students    to    great    institutions  of 
which    one    hundred    now    count  their  students  by  the 
thousand.     It  is  becoming  difficult  if  not  impossible  for 
the  many  instructors  to  know  intimately  all  of  their  stu- 
dents— and  even  for  presidents  to  know  their  faculties — 
and  simple  justice  requires  that  impressions  and  memories 
be  reinforced  by  ample  records 
In  scope,  higher  education  has  evolved  from  formal  instruc- 
tion in  a  few  subjects  to  more  comprehensive  and  rapidly 
expanding  curricula  often  supplemented  by  research  de- 
partments and  extension  service 
Increasing  demands  are  being  made  upon  colleges  by  students 
and  the  public,  many  time  honored   practices  are  being 
challenged,    and    competition    for    support    is    growing 
keener.     To  meet  these  demands  and  challenges  consist- 
ently and  intelligently  is  possible  only  if  meaningful  rec- 
ords are  kept  with  which  to  test  their  relative  value  and 
their  reasonableness.    Educational  foundations,  public  de- 
partments of  education,  the  colleges  themselves  are  voic- 
ing a  need  for  better  record  keeping  as  a  guide  in  steering 
the  course  of  education  and  meeting  its  bills 
Will  readers  please  keep  in  mind  the  limited  scope  of  this  ma- 
terial in  order  that  it  may  not  be  mistaken  for  what  it 
does  not  purport  to  be? 
It  is  a  selective  not  an  exhaustive  study.    College  record  forms 
are  still  largely  in  the  making,  and  while  many  colleges 
are  doing  progressive  work  in  record  keeping,  little  has 
been  done  in  this  field  b}'  colleges  as  a  whole  and  no  gen- 
eral policies  with  regard  to  it  have  been  agreed  upon.   For 

[5] 


6  Record  Aids   in   College  Management 

this  reason  it  has  seemed  more  helpful  to  make  available 
early  in  the  college  year  a  nucleus  of  thought-provoking 
records  of  general  interest  than  to  attempt  an  exhaustive 
study  of  forms  and  methods  which  would  include  many 
repetitions  of  forms  that  no  longer  satisfy  the  colleges 
which  now  use  them 

The  forms  presented  here  with  suggestions  are  in  use  now. 
They  were  obtained  between  April  and  September  of  this 
year  (1916)  through  the  cooperation  of  one  or  more  offices 
of  the  fifty-two  colleges  and  universities  listed  on  the 
second  page 

The  inquiry  addressed  to  colleges  included  a  request  for  rec- 
ords used  for  various  purposes  by  presidents,  deans,  regis- 
trars, health  officers,  appointment  secretaries,  alumni  sec- 
retaries and  others.  In  most  colleges,  however,  records 
are  not  yet  centralized  and  the  inquiry  in  few  cases 
brought  forms  from  all  of  these  officers 

From  the  material  received,  the  most  suggestive  and  helpful 
record  forms  and  practices  have  been  arranged  for  study, 
modification  and  use  by  administrative  officers 

Liberal  blank  spaces  have  been  allowed  for  jotting  down 
criticisms  and  suggestions.  Many  college  officials  will 
doubtless  know  of  forms  and  practices  which  are  better 
than  those  presented  here  or  which  supplement  them. 
Colleges  can  help  each  other  and  promote  progress  in 
record  keeping  by  sending  criticisms,  forms  and  sugges- 
tions to  the  Institute  for  Public  Service,  51  Chambers  St., 
New  York  City 

Better  methods,  additional  forms,  criticisms  and  helpful  sug- 
gestions received  will  be  made  available  from  time  to  time 
as  material  warrants  and  opportunity  offers 

If  requests  justify,  the  Institute  for  Public  Service  will  co- 
operate in  making  studies  of  records  employed  by  any 
college  either  by  an  examination  on  the  ground  or  by 
analysis  of  record  forms  that  may  be  sent  to  it  for  ex- 
amination and  suggestion 


Admission  Records 

Recent  modifications  of  admission  records  show  a  decided 
shift  of  emphasis  in  the  admission  requirements  of  col- 
leges toward  the  recognition  that  quantitative  scholarship 
tests  and  good  moral  character  are  not  in  themselves  ade- 
quate guarantee  of  student  ability  to  carry  on  successful 
college  work 

The  examination  reports  and  certificates  generally  used  (1) 
emphasize  the  time  spent  on  each  subject,  the  date  of 
completion,  the  quantity  of  text  covered  and  the  grades 
received 


Form 

1— Usual 

application 

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BOOKS 

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The  plan  of  admission  adopted  a  few  years  ago  by  Harvard, 
Yale  and  Princeton  as  an  alternative  to  the  old  examina- 
tion plan,  and  a  similar  system  which  Vassar,  Smith,  Mt. 
Holyoke  and  Wellesley  have  recently  agreed  upon,  recog- 
nize that  numerical  scholarship  grades  based  upon  piece- 
meal examinations  are  not  sufficient  indications  of  native 
ability  and  promise 

Under  the  new  plan  the  student  is  required,  in  addition  to 
offering  a  complete  record  of  preparatory  school  credits, 
to  pass  four  examinations  designed  to  test  his  mental 
powers  as  well  as  his  fund  of  information.  On  these  ex- 
aminations he  is  not  reported  merely  as  having  passed  or 
failed,  but  each  examination  reader  is  required  to  make 
an  analysis  of  his  ability  (2) 

[7] 


Record  Aids  in   College  Management 


Form  2 — Analysis  of  candidate's  ability 

Does  the  candidate  show  sufficient  knowledge  of  this  subject  to 
continue  it  in  college  ? 

Does  her  book  suggest  a  different  kind  of  training  from  that  on 

which  the  examination  is  based  ? 

or  poor  training  ? or  that  she  has  not  made 

full  use  of  her  opportunities  ? 

Does  the  book  suggest  capacity  for  Honor  work  ? 

or  is  it  merely  passable  ? or  a  failure  ? 

What  does  she  do  best  ? 

Indicate  by  underlining  words  in  following  lists  the  characteristics 
of  the  book: 
GOOD. — Neatness,  accuracy,  correct  spelling  and  punctuation, 
sense  of  order  and  arrangement,  reasoning  power,  memory, 
ability  to  apply  knowledge 
BAD. — Slovenly,  inaccurate,  careless  in  spelling  and  punctu- 
ation, illogical,  poor  memory,  no  ability  to  reason 

Remarks :   


The  ideal  which  these  colleges  have  in  mind  has  been  summed 
up  by  President  Burton  in  discussing  the  new  plan  of  ad- 
mission for  the  Smith  Alumnae  Quarterly,  April,  1916 : 

On  the  basis  of  all  the  evidence 

1.  A  school  report  covering  the  entire  record  of  subjects 

and  grades  for  four  years 

2.  A  character  certificate  from  the  school  principal 

3.  Four  comprehensive  examinations 

the  committee  indicates  its  decision.  If  admitted  under  the 
new  plan,  she  will  enter  free  from  all  conditions.  The  de- 
cision, moreover,  will  not  be  purely  mechanical  or  automatic. 
Failure  to  satisfy  part  of  the  requirements  will  not  neces- 
sarily involve  rejection  of  the  applicant;  the  committee  may 
take  into  account  excellence  in  one  part  of  the  requirements 
as  ofifsetting  unsatisfactory  work  elsewhere.  In  other  words, 
the  clear  question  constantly  uppermost  in  the  minds  of  those 
who  administer  this  new  plan  will  be  this:  Does  the  evidence 
indicate  that  this  candidate  could  do  college  work  success- 
fully? The  answer  will  not  depend  upon  the  mechanical  full- 
fillment  of  certain  requirements,  nor  the  ability  merely  to 
pass  satisfactorily  four  examinations,  but  upon  the  total  im- 
pression that  all  the  evidence  produces.  It  is  clearly  conceiv* 
able  that  a  student  with  a  good  school  record  might  not  be 
given  permission  to  take  the  examinations,  while  a  candidate 
who  showed  unsatisfactory  results  in  some  of  the  examina- 
tions would  be  admitted  free  of  conditions 


Admission  Records  9 

The  blanket  certificate  of  character  usually  appended  to  schol- 
arship certificates  and  examination  permits  (3)  is  begin- 
ning to  give  way  to  more  specific  analysis  of  health  and 
character  qualifications 


Form  3 

CERTIFICATE  FOR  EXAMINATIONS 

Date 

This  is  to  certify  that  I  consider 

of  (residence)    

a  young  man  of  good  moral  character,  and  that  he  has  had  the 
proper   preparation  to  take  the  examinations  for   admission   to 

University  in  the  subjects 

not  erased  from  the  list  below: 


"Good  moral  character"  and  "good  health"  have  been  found 
negative  terms.  They  have  simply  implied  social  re- 
spectability and  absence  of  major  disabilities.  They  have 
revealed  nothing  as  to  the  physical  and  moral  fibre  or 
personal  qualities  of  the  applicant  and  are  now  being 
supplemented  by  more  acid  tests 

To  moral  character  the  University  of  Vermont  adds  of  suffi- 
cient maturity  to  profit  by  a  college  training.  Formerly 
to  Mt.  Holyoke  a  school  principal  certified  in  my  judg- 
ment she  is  qualified  for  the  work  of  the  freshman  year. 
Vassar  College  required  earnestness  of  purpose  as  shown 
by  attitude  toward  your  work  as  well  as  your  ability. 
Smith  College's  wording  was  a  person  of  excellent  charac- 
ter and  deportment 

As  a  prerequisite  for  admission,  a  special  certificate  of  physical 
ability  is  being  required.  Wellesley's  (4)  is  general, 
Pratt's  (5)  somewhat  less  general,  Columbia's  (6)  quite 
specific.  All  are  filled  out  by  a  local  physician  who  of 
course  is  helped  in  reaching  his  judgment  in  proportion 
as  the  college  specifies  its  minimum  essentials 


10  Record  Aids   in   College  Management 


Form  4 


WELLESLEY  COLLEGE 

Certificate  of   Healtb 


A  statement  from  the  applicant's  physician  to  the  effect  that 
she  is  organically  sound  and  in  good  health,  together  with  a  certifi- 
cate of  successful  vaccination  within  five  years,  must  be  filed  with 
the  Board  of  Admission  before  June  1st  of  the  year  in  which 
admission  is  sought.  No  candidate  can  be  regarded  as  finally 
accepted  until  she  has  been  given  a  thorough  physical  examination 
by  the  College  medical  staff.  The  College  reserves  the  right  to 
reject  any  candidate  if  the  results  of  this  examination,  in  the 
opinion  of  the  medical  staff,  justify  such  action;  or,  to  accept  the 
candidate  only  on  the  understanding  that  she  will  take  five  years 
to  complete  the  course 


Wellesley's  physical  director  reports  that  this  requirement 
has  resulted  in  a  decided  improvement  in  the  thorough- 
ness of  the  physical  examinations  of  candidates 

The  year  before  we  made  this  ruling  there  were  at  least  fifty 
girls  in  the  entering  class  of  four  hundred  and  fifty  who  were  in 
very  bad  condition — a  number  of  serious  cases  of  heart  disease 
among  them.  After  the  requirement  was  made  the  number 
very  materially  lessened.  If  there  is  no  good  reason  for  pre- 
venting a  girl  from  taking  the  work  except  that  she  is  generally 
weak,  we  do  not  hesitate  to  put  her  upon  a  five  year  schedule 
and  use  the  extra  time  gained  thereby  in  giving  her  supervised 
work  or  rest  or  whatever  she  most  needs  for  her  well  being 

When  the  clinical  blank  and  physician's  certificate  are  returned  in 
the  spring,  they  are  carefully  examined.  If  the  physician's  cer- 
tificate states  conditions  that  are  suspicious,  we  take  the  matter 
up  and  may  prevent  a  girl  from  coming 


Admission  Records  11 


Form  5 — Certificate  of  physical  ability — 8x11  sheet 

PRATT  INSTITUTE 

Date 

Name  of  Student 

Address 

The  Trustees  and  Directors  of  Pratt  Institute  believe  that 
the  strong-  constructive  and  creative  work  required  of  students  in 
all  departments  of  the  Institute  can  be  satisfactorily  done  only  by 
such  women  as  are  physically  well  and  efficient.  For  this  reason 
and  because  of  the  need  of  systematic  physical  training  as  a  part 
of  all  education,  a  moderate  amount  of  work  in  gymnastics,  danc- 
ing, tennis  and  swimming  is  required  of  all  full  time  students 

The  following  information  is  desired  as  a  basis  for  deter- 
mining your  physical  fitness  for  the  course  you  wish  to  take,  and 
also  to  aid  the  Director  of  Physical  Training  in  gaining  accurate 
and  intimate  knowledge  of  your  physical  capability  and  need. 
Full  and  definite  answers  are  earnestly  requested 

When  filled  out  by  your  physician  please  return  to  the  School 
you  wish  to  enter 

FREDERIC  B.  PRATT,  Secretary 

PHYSICIAN'S   CERTIFICATE 

Date 

I,   the  undersigned,  after  a  complete  medical  examination 

of  Miss certify  to  her  present 

physical  condition  as  follows: 

General  health,  vitality  and  endurance 

Condition  of  heart 

(Stethoscopic  examination) 
Condition  of  lungs 

(Stethoscopic  examination) 

Condition  of  digestive  organs 

Condition  of  kidneys 

(Urinalysis) 

Condition  of  nervous  system 

Condition  of  pelvic  organs 

(No  examination  desired) 

Condition  of  eyes ears 

Condition  of  nose throat 

In    my    opinion    there    is    no    physical    reason    to    prevent 

Miss from  undertaking  the 

course  in  Physical  Training,  including  the  forms  of  exercise  I 
have  underlined  below 

Gymnastics    Dancing    Tennis    Swimming    Basket    Ball 

Signed M.  D. 

Address 


12  Record  Aids   in   College  Management 


Form  6 

COLUMBIA  UNIVERSITY 

in  the  City  of  New   York 

Health  Examination  Form 

This  blank  is  to  be  filled  out  by  a  physician  and  sent  by  him  di- 
rectly to  Dr.  Wm.  H.  McCastline,  University  Medical  Officer,  Columbia 
University,  New  York  City.  In  answering  questions,  please  use  the  term 
NEGATIVE  where  the  condition  is  normal  rather  than  use  a  dash  or 
leave  the  space  blank.  This  blank  cannot  be  accepted  unless  the  data 
represents  the  results  of  a  thorough  medical  examination  on  the  day 
the  blank   is  dated  and  signed 

To  the  University  Medical  Officer: 

I  have  this  day  given  M 

a  careful  physical  examination  and  find  in 

health 

The  lungs  are 

There  are  signs  of  pulmonary  tuberculosis 

The  heart  is 

The  abdominal  viscera  are  Hernia 

The  skin  is 

The  lymphatic  glands  are 

The  condition  of  the  nose  and  throat  is 

The  condition  of  teeth  is 

The  condition  of  the  nervous  system  is 

Are  there  symptoms  of  eye-strain  ?  Trachoma  ? 

Are  there  orthopedic  diseases  or  defects  present? 

The  posture  is 

Nutrition  is  excellent,  good,  fair,  poor? 

Are  there  any  abnormalities  from  injuries? 

Has  the  applicant  ever  suffered  from  any  physical,  nervous  or 
mental  disability? 

Do  you  consider  the  applicant  in  a  state  of  health  to  stand  the  test 
of  College  work? 

As  a  result  of  the  foregoing  examination  or  previous  knowledge 
of  the  applicant's  health,  have  you  any  suggestions  that 
would  help  the  University  Medical  Officer  to  assist  the  appli- 
cant to  develop  and  to  maintain  a  high  standard  of  physical 
efficiency  ? 

Date 

Signature  M.  D. 

Address 


Admission  Records  13 

A  factored  appraisal  of  the  candidate's  character  is  asked  for 
under  the  new  plan  examination  adopted  by  Smith,  Vas- 
sar,  Mt.  Holyoke  and  Wellesley  although  the  appraisal  is 
called  estimate  not  description  (7) 


Form  7 — Extract   from   admission  record 

Estimate  of  the  Candidate's  Character 

The  Board  of  Admission  will  be  grateful  for  an  estimate  of 
the  candidate's  character.  The  Board  will  be  glad  to  have  infor- 
mation also  about  the  candidate's  scholarly  interests,  whether  con- 
nected with  her  school  work  or  outside  of  it;  her  possession  of 
exceptional  ability  of  any  kind;  her  fondness  for  outdoor  sports; 
her  moral  qualities,  such  as  honesty,  courage,  self-control,  and 
regard  for  duty;  the  influence  she  has  exerted  among  her  school- 
mates, and  any  ways  in  which  it  has  been  recognized.  The  Board 
does  not  expect  that  information  will  necessarily  be  given  on  all 
the  points  mentioned  above.  Whatever  information  is  received 
will  be  placed  on  file  in  the  office  of  the  Board  and  will  be 
regarded  as  confidential 


The  Carnegie  Institute  of  Technology  imposes  the  unique 
requirement  that  "all  candidates  must  present  themselves 
for  a  personal  interview  at  which  they  are  rated  as  ap- 
proved or  not  approved.  A  student  not  approved  in  the 
personal  interview  who  shall  satisfactorily  meet  the  re- 
quirements of  other  entrance  tests,  will  be  granted  ad- 
mission only  on  probation" 

Dean  Leete  says  in  regard  to  this  practice : 

This  requirement  has  been  so  helpful  to  us  that  I  am  very  glad 
to  give  you  any  information  concerning  it  in  the  hope  that 
some  other  colleges  may  think  it  worth  while  to  adopt  the  plan 

The  objects  sought  by  the  interview  may  be  stated  in  brief  as 
follows: 

1.  To  establish  a  personal  connection  with  the  entering  student 
at  the  outset  of  his  course 

2.  To  obtain  some  idea  of  the  mentality  of  the  student  (his 
alertness,  common  sense,  etc)  not  afforded  by  entrance  cer- 
tificates or  examinations 

3.  To  obtain  information  of  the  personal  characteristics  and 
circumstances  of  the  individual  student,  such  as  his  financial 
condition,  his  appearance  and  address,  etc 

4.  To  acquaint  him  with  some  points  of  the  iimcr  life  of  the 
school 


14  Record  Aids  in   College   Management 

5.     To   refuse  admission   or  to  admit   only  under  special   condi- 
tions  the  candidate  who  is  undesirable  to  a  greater  or  less 
extent  because  of  unsatisfactory  character  or  habits 
To  obtain  all  this  information  is,  of  course,  not  easy  in  the  brief 
time  available  for  an  interview  with  so  many  students  but  it  is 
surprising  how  much  one  can  obtain  when  these  definite  pur- 
poses are  kept  in  mind 
The  student  is  rated  in  this  personal  interview  by  groups,   the 
same  grouping  and  symbols  being  used  as  are  used  for  schol- 
arship   standards.     Any   notable   deficiency   is,    of  course,    dis- 
cussed with  the  student  and  the  practice  has  been  very  helpful 
to  me  and  I  think  has  not  been  altogether  valueless  to  the  stu- 
dent.    With  the  growth  of  the  school  I  am  counting  upon  call- 
ing upon  other  members  of  the  faculty  for  assistance  in  this 
work 
Registration  forms  are  many  and  bear  evidence  of  effective 
work  by  the  American  Association  of  Collegiate  Regis- 
trars. The  dift'erences  that  persist  are  chiefly  of  form  rather 
than    content,    the    larger    institutions    naturally    having 
found  it  necessary  to  install  more  checks  and  devices  for 
rapid  sorting  and  counting.  Because  there  is  practically  a 
running  current  of  exchange  of  registration  forms  among 
the  colleges  the  registration  blanks  and  variations  are  not 
included  except  as  necessary  to  exhibit  other  points  later 
treated.     Helpful  tendencies  noted  include  these  : 

1.  Registration  by  mail  is  perinitted — University  of 
Minnesota 

2.  Students  formerly  registered  need  to  record  only  new 
facts 

3.  Former  students  register  with  separate  ofificer 

4.  Those  who  are  "regular,"  i.  e.  regarding  whom  no 
complication  is  likely  to  arise,  are  registered  quickly 
by  clerks  leaving  for  the  registrar  or  other  superior 
officers  only  the  complicated  registration 

5.  Where  facts  for  various  purposes  are  needed  they  are 
called  for  at  one  writing  on  one  sheet  or  blank  which 
contains  perforations  that  facilitate  proper  classifica- 
tion and  filing  together  with  specific  instructions  as 
to  what  parts  not  to  write  on.  One  is  as  follows: 
"Are  you  self-supporting?  Are  you  partially  self- 
supporting?  Are  you  not  self-supporting?"  Check 
only  one  of  the  above — University  of  Washington 

6.  Alternatives  are  printed  on  blanks  to  be  checked  in- 
stead of  written  in  after  comparison  with  catalog  or 
schedule ;  requirements  are  printed  in — even  giving 
days,  hours  and  credits 

7.  Women  are  registered  by  the  dean  of  women  to 
make  it  easier  to  secure  additional  information  (8) 
needed  for  her  supervision  of  women.  When  two 
registrations  are  expected  it  is  difficult  to  enforce 
the  second  visit  to  the  women's  dean 


Admission  Records  15 

8.  "Toward  what  are  you  looking  as  your  life's  work" 
(Lebanon)  or  equivalent  is  printed  on  several  blanks 

9.  Reduction  to  a  minimum  of  the  writing  or  checking 
necessary  by  student,  adviser  and  registration  clerk. 
Typical  aids :  heavy  ruling,  capitals,  indentation,  dif- 
ferent colors  for  sub-divisions,  colored  rulings,  etc 
to  show  relations,  perforated  stubs,  carbon  copies,  etc 

10.  Church  attendance,  religious  activity  and  preference, 
willingness  to  work,  etc  are  secured  on  registration 
blank  by  several  colleges 


Form  8 — University  of  Washington — 3x5  card 

8^"Every  woman  student  is  required  to  fill  out  one 

of  these  cards 

INFORMATION 

FOR  DEAN  OF  WOMEN 

Name „ „ Dale 

Home    address 

of  birth 

Local  Address Tel. 

No _ 

Landlady's   name _ „ 

Is  she  a  relative  ?                                                .            

Are  you  self-supporting  ? 

Whether  the  faculty  adviser  acts  only  as  a  sort  of  educational 
attorney  to  interpret  college  regulations  in  regard  to  elec- 
tives  and  help  students  meet  prescribed  rquirements;  or 
whether  he  undertakes  also  to  direct  the  student's  choice 
of  subjects  so  as  to  insure  a  proper  balance  he  is  helped  by 
having  before  him  in  his  conferences  a  cumulative  tran- 
script (9)  of  the  student's  previous  record  and  not  merely 
the  schedule  proposed  for  the  coming  year 


16 


Record  Aids  in   College  Management 


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Individual   Records   for  Students 
After  Admission 

The  substitution  of  specific  for  general  standards  when  con- 
sidering students  for  admission  is  paralleled  by  a  change 
in  the  standards  applied  to  them  while  in  college 

Those  deans  and  advisers  who  require  record  only  of  scholar- 
ship, grade  and  conduct  use  a  form  like  (10)  which  has 
provision  for  five  or  more  markings  each  year 


Form    10 — Union    College — S^^xO 

INSTRUCTORS'  FRESHMAN  REPORT  CARD 

The  dates   given  are  those  on  which  the  reports  must   be  received  at  the  office 


Student's  Name 


Subject 


Satisfactory . 


Scholarship    J 

Since  last  report 


Unsatisfactory.... 
(About  what  grade) 

Below  Passing.... 


Grade  from  beginning  of  semester 
to  date  of  report 

Number  of  absences  since  last 
report 

Remarks  on  scholarship  or  conduct 

Does  the  head  of  the  Department 
recommend  any  action  by  the 
Class  Committee? 

Special  notations  may  be   made   on   the 
back  of  the  card  ? 


Instructor 


Feb.l9    March  4    April  1     April 25    Mayl6 


Because  scholarship  deficiencies  may  be  due  to  a  multiplicity 
of  factors  outside  the  field  of  intellectual  capacity  but  di- 
rectly and  intimately  afifecting  its  expression,  some  col- 
leges are  requiring  supplementary  data  regarding  all 
pupils  (11,  12,  13j  and  particularly  regarding  probation 
pupils  (14) 

[17] 


18 


Record  Aids  in   College  Management 


Form   11— Pratt  Institute— 3x5  slip 

DIVISION 

DATE 

PHYSICAL  TRAINING  TERM  AVERAGE 

GENERAL  PHYSICAL  CONDITION 

POSTURE 

VITAUTY                                   WEIGHT 

STRENGTH 

GYMNASTICS  AND  DANCING                   TENNIS 

SWIMMING 

ORGANIC  DEFECTS 

FUNCTIONAL  DISTURBANCES 

NEEDS 

INSTRUCTOR 

Form  12 — Instructors'  Report — Pratt  Institute 

DIVISION 

DATE 

SUBJECT 

GENERAL  MARK                         NOTE  BOOK 

LABORATORY 

PERSONALITY  IMPRESSION 

WEAK  POINTS 

STRONG  POINTS 

NEEDS 

INSTRUCTOR 

Individual  Records  for  Students  After  Admission         19 


Form  13,  face — 5  x  7  card 

AGRIC.  COL.  U.  OF  MINN. 

Name Class  19.  .  .Home  address 

Date Age City  address 

Name,  address,  and  occupation  of  parent  or  guardian , 


High  school College  course . 

Previous  experience:    Farm  experience 

Paid  employment 

Self-supporting?   In  part? 

How  ?    

Special  training,  music,  stenography,  etc 


Object  of  college  course 

Interest  in  college   activities:      Athletics,   dramatics,   music,   etc 

Report  from  Physical  Director 

SEE  OTHER  SIDE  (over) 


Form  13,  reverse 

A  proper  recognition  of  the  work  of  the  student  is  only  par- 
tially obtained  through  his  scholastic  record.    The  activities  outside 
of  the  class  room  are  of  considerable  importance 
Organizations  and   Societies 


Student  Activities 


SEE  OTHER  SIDE 


20 


Record  Aids  in   College  Management 


Form  14 


UNIVERSITY  OF  CINCINNATI 


Probation 


Incurred : 
Continued ; 
Renewed : 


February, 
April, 


I  Removed:        June, 


1916 
1916 


1916 


Name:     x.  r.  z. 

College  Course :     Pre-medical 

Prep.  School: HigJi  School,  1915 


Feb.  16 


17 
S 
9 


April  16 


12 
9 
3 


June  16 


12 

12 

O 


Credit  Hours: 
Passed : 
Not  Passed: 
Preparation : 

Entrance  conditions — None 

Low    grades — lioiv    throughout;    none   above    75^;    says    he 

didn't  try  to  do  more  than  "get  by" 
Poor  school — Good 

Late  Entrance :     Orw  weeic 

Outside  Work:      Ushering  at  theatre  once  a  iceeTc;  in  basketball 
Health,  Affecting: 

Attendance — Absent  a  xveek  before  mid'terni — influenza 

General  standing — j»i  part 
Ability:      Fair,  of  manual  type,  lazy,  but  worth  keeping 
Diligence : 

Attendance — Only  two  cuts  except  for  week's  absence 

Papers — Late  in  chemistry  repairs 

Quizzes — 1  or  2  cuts  on  physics  quiz  day 

Time  on  Studies:      Too  little;  only  an  hour  on  chemistry;  ivarned 
to  do  at  least  two  hours  of  preparation  here 

Purpose  or  Plans:      Medicine;  father  a  physician  and  boy  will  in- 
herit jtractice 

Recommendations : 

Feb.     16 — Continue,   drop  physics  and  spend  more  time  on 

studies  remaining;  see  me  again  March  15 
April  16 — Failure  in  three  hours   of  English  folloiving  poor 

work  earlier.     Due  to  lack  of  sufficient  applica- 

tion  in  a  distasteful  subject.     Continue,  and  ad' 

vised  to  tutor  if  necessary 
June    16 — Passing  all  through  six  hours  tvitJi  grade  of  D 


Individual  Records  for  Students  After  Admission        21 

For  Cornell  women  the  adviser  keeps  a  record  of  scholarship 
plus  social  activities,  student  activities,  physical  condition, 
discipline  and  reasons  for  leaving.  Union  keeps  mem- 
bership and  offices  held  in  student  organizations  together 
with  scholarship  record 

To  secure  dependable  information  about  the  whole  of  a  stu- 
dent's possibilities  involves  a  closer  cooperation  of  the 
college  staff,  preparatory  school,  college  physician,  em- 
ployment secretary  and  student  himself  than  is  usually 
found 


22  Record  Aids  in   College  Management 


Student  Progress  in  Scholarship 

Through  after-entrance  analysis  of  student  powers  and  diffi- 
culties, the  acts  and  records  of  deans  and  of  class  and 
vocational  advisors  are  now  safeguarding  academic  effi- 
ciency by  working  for  man  efficiency 

Vermont  asks  for  "probable"  reasons  for  academic  weakness 
and  for  matters  or  suggestions  which  may  help  the  com- 
mittee 

Dean  Chandler  of  Cincinnati  has  written  to  us  of  the  form 
filled  out  for  a  probation  student  (14) 

This  form  I  designed  for  my  personal  use  last  Xovember,  and 
I  have  found  it  of  the  greatest  service     .     .     . 

This  particular  form  I  make  out  as  I  talk  with  the  student  on 
his  being  sent  to  me.  On  a  card  index  I  have  the  record, 
also,  of  his  courses,  with  the  number  of  hours  given  to  each, 
a  record  that  is  kept  for  his  four  years.  This  card,  with  the 
present  form  filled  out,  afifords  me  a  fairly  clear  notion  of 
what  he  has  done  and  is  doing 

If  probation  is  continued  longer  for  a  poor  student,  I  use  a 
second  sheet  of  the  form  and  clip  the  two  together 

The  scheme  might  well  be  extended  to  include  all  students,  as 
you  suggest,  except  that  I  already  have  my  hands  full  with 
these,  and  the  good  students  take  care  of  themselves.  With 
additional  clerical  assistance  I  should  certainly  extend  the 
scope  of  the  record  to  include  all  students  failing  in  anything 

Lafayette's  delinquency  record  (15)  as  filled  out  for  seventeen 
students  shows  what  personality  tangles  a  dean  must  un- 
ravel. Does  it  show  too  the  advantage  of  recorded  analy- 
sis by  instructors?  Dean  Heckel  writes  that  the  first 
year's  trial  brought  some  very  gratifying  results  and  some 
disappointments : 

Where  the  reports  were  faithfully  prepared  they  were  of  incal- 
culable value  to  me  in  my  dealings  with  delinquent  students. 
Naturally,  a  student  summoned  to  my  office  because  of 
scholastic  difficulties,  tried,  as  a  rule,  to  put  the  best  possible 
light  on  his  failure;  after  hearing  what  he  had  to  say,  I  found 
it  very  wholesome  to  read  to  him  the  reasons  which  his  in- 
structor gave  for  the  failure.    This  put  a  wet  blanket  on  "bluf¥" 

The  report  is  also  used  as  a  basis  for  debarring  delinquent  stu- 
dents   from    athletics   and    time-consuming    student    activities. 

It  was  found  valuable  as  well  in  giving  me  a  line  on  the  gen- 
eral attitude  of  fraternities  toward  the  work  of  the  college.  If 
any  fraternity  had  a  large  percentage  of  its  men  reported  as 
delinquent  it  was  possible  to  make  an  appeal  to  the  organiza- 
tion as  such — to  their  pride,  their  regard  for  campus  opinion, 
to  the  danger  of  their  losing  members  at  the  end  of  the  term, 
and  the  like 

When  a  student  showed  no  improvement  from  month  to  month 
I  found  an  appeal  to  his  parents  helpful 


Student  Progress  in  Scholarship 


23 


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24  Record  Aids  in   College  Management 

It  was  interesting  to  discover  that  the  majority  of  those  stu- 
dents who  needed  disciplining  for  bad  habits  were  consist- 
ently reported  as  delinquent 

One  of  the  disappointments  of  the  plan  lay  in  the  indifference 
of  some  of  the  Faculty  toward  it.  On  the  whole  the  men 
faithfully  reported  delinquents  but  in  many  cases  no  reason 
was  assigned  for  the  failure,  which  means,  of  course,  that 
either  the  student's  case  was  a  very  complex  one  or  that  the 
instructor  was  too  indifferent  to  try  to  understand  it.  And. 
the  fact  that  frequently  the  column  under  "Assistance  given" 
remained  blank,  would  indicate  that  the  instructor  was  un- 
concerned with  really  correcting  causes  of  failure.  I  must 
say,  however,  that  the  plan  is  a  new  one  at  Lafayette  and  we 
hope  to  have  it  increase  in  effectiveness 

Warnings,  rewarnings  and  ultimatums  to  students  who  are  in 
danger  of  failing  are  found  in  many  wordings  and  many 
degrees  of  formality  and  informality 

Vassar  informs  a  student  via  a  neatly  printed  sheet  83/2  x  11 
that  her  work  has  been  reported  by  the  Committee  on 
Student  Records  as  unsatisfactory  in  two  categories, 
doubtful  and  deficient.  The  warning  concludes  failure  in 
courses  other  than  those  indicated  may  result  in  the  stu- 
dent's necessity  for  withdrawal 

Syracuse,  by  a  card  3^  x  5^:^,  lists  deficiencies  in  entrance 
work  and  college  work,  unexcused  absence  and  average, 
the  card  being  headed  No  student  will  be  considered  a 
candidate  for  graduation  if  he  has  any  deficiencies  at  the 
beginning  of  the  second  semester  of  the  senior  year 

Below  grade  in  and  on  the  danger  line  in  are  divisions  reported 
by  the  College  of  Engineering,  University  of  Minnesota ; 
the  mimeographed  letter  concludes  This  is  to  urge  you  to 
utilize  fully  the  remaining  weeks  to  bring  up  your  work. 
A  later  typed  warning  may  be  received :  You  are  reported 

on  the  danger  line.    Please  see  me  between 

The  registration  of  any  student  failing  to  interview  me  on 
the  above  date  will  be  cancelled.  An  attempt  to  see  me 
will  not  take  the  place  of  an  actual  interview 

Parents  are  asked  to  cooperate  by  several  colleges,  notably  the 
Departments  of  Agriculture  in  the  Universities  of  Minne- 
sota and  Wisconsin.  Minnesota  employs  a  series  of  foi- 
low-up  letters.  Wisconsin  writes  many  personal  letters 
including  letters  which  ask  parents  for  suggestions  that 
may  be  of  help  to  advisers  and  other  letters  reporting 
excellent  records,  i.  e.  for  the  ten  best  in  each  class 

The  College  of  the  City  of  New  York  reports  students'  grades 
to  parents  each  month  (16)  besides  sending  notice  of  de- 
ficiency (16a) 


Student  Progress  in  Scholarship  25 

Form  16—3x5  card 

ACADEMIC    DEPARTMENT 

Parent's    Signature 

1st  Month 
2nd  Month 
3rd  Month 
4th  Month 

Parents  are  requested  to  examine  this  report  carefully  and  to  sign  and  return  it  promptly 
It  is  strongly  advised  that  the  student  give  special  attention  to  the  subjects  in  which  he  is 
deficient,  BUT  NOT  TO  THE  NEGLECT  OF  THE  OTHER  STUDIES 

At  least  three  hours  should  be  devoted  daily  to  the  preparation  of  lessons  at  home 

JOHN    R.  SIM 

Professor  in  Charge 


Form  16a — Deficiency  notice — 3x5  card 

2II|0  Ololkfip  nf  tl|p  ditg  nf  '^m  fork 


Dear   Sir: 

Your  son  is  reported  as 

seriously  deficient  in 

He  should  be   urged  to  much  greater  effort  if  he  is  to 
complete  the  term's  work  successfully 

Yours  very  truly, 

Carleton  L.  Brownson 


26  Record  Aids  in   College  Management 

Contrasted  with  earlier  provisions  for  learning  only  about  the 
excessively  dull  or  the  excessively  bright  or  the  disorderly 
and  negligent,  are  three  forms  used  by  Dean  Keppel  of 
Columbia  who  interprets  the  scholarship  records  received 
four  times  a  year,  for  each  student  in  the  light  of  supple- 
mentary records  filled  out  by  the  student  (17),  the  ad- 
viser (18),  and  the  dean  (19) 

Scholarship  reports  from  the  registrar  are  carefully 
checked  over.  Deficient  students  are  summoned  for  spe- 
cial interviews  and  students  who  are  doing  exceptionally 
high  grade  work  are  personally  commended.  Each  stu- 
dent is  interviewed  at  least  once  a  year.  Dean  Keppel 
believes  that  much  might  be  done  to  develop  latent  possi- 
bilities in  what  he  calls  mediocre  students  if  more  per- 
sonal work  could  be  undertaken  and  he  believes  that  col- 
leges should  aim  to  do  this 


Student  Progress  in  Scholarship 


27 


Form   17,   face 

COLUMBIA    COLLEGE— DEAN'S    MEMORANDUM         Date 

Please  read  this  carefully  before  underlining  and  filling:  out  and  bring  it  yourself 

to  the  DEAN'S  HOUSE,  415  West  117  Street,  between  3  and  5  o'clock,  on 

Monday,    Oct.    4,     If   this   date    is   not   practicable,    make    another 

appointment  by  mail 

Name 

Coming   from         School         College        Business 

with  entrance  conditions  if  any units 

Candidate  for        A.B.  B.S.         intending  to  graduate  )  Feb. 

in  the  year  J  Sept. 

If  candidate  for  a  degree  with  honors  give  honors  sequences  proposed 

Planning  to  begin  professional  study  in  Jr.  year         Sr.  year         After  gradi 


Engineering        Graduate  Faculties        Education 
Theology  Journalism  Law 

Regular       i  employment  held  during 

Incidental   )  needed 

Other    outside    engagements    (music,  etc) 

Members  of  family  or  close  relations  previously  at  Columbia  (give  names) 


Architecture 
Medicine 

hours  per  week 


Additional   facts   which   Adviser   and   Dean   should   know   may   be    submitted   on   a 
memorandum  to  accompany  this  card 

(Over) 


Form   17,  reverse 

PRESENT  COURSES 
(Include  Extension  if  any) 


(If 


NAME  OF 
INSTRUCTOR 
you    don't    know 
ask    him) 


Student's  Choice 
For  Adviser 
Choice 


Indicate  1st 

2nd,  3rd 

choice 

In  column 


(Ordinarily   the    instructor   in   the    student's   favorite    subject   should   be    the 
adviser.      If  you  prefer  other  ofiacers  than   those  above  give   names) 


Form    18 — Columbia — 1915-16 — 3x5    card 

Adviser's  report   (copied)  concerning-  jamcs  Smith 
Impression  as  to  preparation — n 
Intelligence — shaky 
Industry — ? 

Sincerity  and  earnestness — superficial 
Promise  of  future  usefulness — doubtful 

Other  matters — seems  in  poor  ptntsieal  condition.     lias  very 
poor  mid-term   report 

Adviser 


28 


Record  Aids  in   College  Management 


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Character  and  Personality  of  Students 

Washburn  College  has  three  lines  for  personality  on  its  regis- 
tration card 

Rhode  Island  State  College  has  a  folder  in  the  president's 
office  for  containing  Estimate  of  the  personal  characteris- 
tics of (20).     No  instructor  is  allowed 

to  mark  a  student  who  has  not  taken  work  with  him  dur- 
ing the  school  year.  Personality  records  are  written  per- 
sonally by  instructors  working  in  their  normal  faculty 
group,  e.  g.  by  those  in  the  Engineering  Department  at 
one  of  its  regular  meetings ;  by  those  of  the  English  De- 
partment, etc 


Form  20— R.   I.   State   College— 6x10  card 

Student  Class 


Reputation  for  Character 

Reliability 

Promptness 

Application 

Initiative 

Natural  Ability   (Technical) 

(Business) 

Personal  Appearance                    | 

Precision  in  Expression 

Leadership 

Date 

CO 

L. 

<u 

Initials  of  Instructor 

< 

General  Average 

Mark  on  Scale  of  10 


[29] 


30  Record  Aids  in   College  Management 

Frequent  complaints  are  made  by  colleges  that  students  come 
to  them  seriously  deficient  in  personality  training.  If 
history  repeats  itself,  it  may  be  expected  that  recognition 
of  this  need  will  be  followed  by  definite  steps  to  meet  it 

The  character  and  personality  records  already  used  by  several 
colleges  as  a  guide  in  recommending  students  for  posi- 
tions seem  prophetic  of  a  conscious  effort  on  the  part  of 
colleges  to  discover    and  train  student  personality 

In  making  reports  upon  personality  and  character  there  is  a 
temptation  for  instructors,  especially  when  they  have 
many  students,  to  slur  over  details  and  to  make  meaning- 
less generalizations.  For  this  reason  a  form  which  lists 
the  main  points  and  degrees  of  them  about  which  informa- 
tion is  wanted  makes  reporting  easier  for  the  instructor 
and  is  likely  to  bring  more  satisfactory  results 

Since  the  aim  of  personality  records  is  to  help  the  student 
overcome  defects,  the  more  concretely  the  defect  is  pre- 
sented the  more  clearly  will  he  see  what  he  needs  to  cor- 
rect instead  of  being  made  vaguely  conscious  that  in  some 
way  which  he  does  not  understand  he  has  failed  to  meet 
approval 

A  comparison  of  seven  personality  records  (21r27)  will 
show  how  the  breaking  up  of  general  terms  makes  for 
greater  clearness  and  compels  analysis 

A  Teacher  Personality  card  (24)  devised  by  the  Institute  for 
Public  Service  has  been  so  extensively  ordered  by  super- 
intendents, principals,  deans  of  women,  for  selfmarking  by 
supervisor,  teacher  and  pupil  as  to  suggest  that  students 
will  welcome  opportunity  to  factor — alone  or  with  advis- 
er's aid — their  strong  and  weak  points 


Character  and  Personality  of  Students 


31 


Form  21 — Pratt   Personality  Record — unfactored- 

-3x5 

card 

DIVISION 

DATE 

SUBJECT 

GENERAL  MARK 

NOTE  BOOK 

LABORATORY 

PERSONALITY  IMPRESSION 

WEAK  POINTS 

STRONG  POINTS 

NEEDS 

INSTRUCTOR 

Form  22 — Personality  Factors  Noted  by  Employment  Bureau,  C.  I.  T. 

Mental  calibre 

Tenacity 

Self-reliance 

Promptness 

Leadership 

Hustle 

Accuracy 

Address 

Initiative 

Form  23 — 3x5   slip 

CHARACTER  AND  PERSONALITY  RECORD 

Division  of  Engineering 
Kansas  State  Agricultural  College 

Name. _.._ 

Course Date.... 


GRADE 

REMARKS 

AbUltj 

E    G    P    C    F 
E    G    P    C    F 
E    O    P    C    F 
E    G    P    C    F 
E    G    P    C    F 
E    G    P    C    F 
E    G    P    C    F 
E    G    P    C    F 
E    G    P    C    F 
E    G    P    C    F 

Cooperation 

DiBpoaltioD _ 

tndustTT- _ „ 

Initiative -.. 

judKtnent „ „ 

This  form  is  to  be  changed 
in  '16.    "It   has   been   found 
of  enough  value  to  warrant 
development" 

BeUabUlty _ 

Use  oJ  Rnsllsh _. 

InlormatioD  furQlsbed  by. 


Character  and  Personality  of  Students  33 


Form  24,  face — 3x6^  card 

To    help   teachers    and  L  '  I  "^^^  ^1^  ^^T*  ^  '^^  help    superrlaora 

•uperruor.  locate  their  )  R^€\^KK^K  f  help    where    help    i. 

own   strong    and   weak  )  M^^"r»0#^"t-i  SI  1 1  f-T7  (  ,    , 

characteristics  (  A    d  OXJi.  KCLKK  %,Jf  )  most   needed 

For  checking  and  rechecking  by  teachers,  supervisors,  normal  schools  before  admission  and  during  course, 

would-be  employers,  placement  and  guidance  bureaus,  teachers'  agencies  and  surveyors 
Check   ()  )  after  items  which  describe  conditions        Use   ?   if  a  further  visit  is  needed  before  marking 

Appearance  of  room  o  ^  o  ^ 

1.  Order notable fair poor disorderly ^-  2.  ^-  B 

2    Decoration attractive overdone  unattractive lacking o'2  5  ~ 

3.  Windows open — yes no clean unclean P 

4.  Air fresh fair stale 

5.  Blackboards much  used little  used unused tidy untidy.... 

6.  Number  of  pupils overcrowded  ....full vacant  seats _. 

Teacher's  voice 

1.  Pleasing  harsh shrill nagging 

2.  Clear indistinct foreign  pronounciation bad  grammar.... 

3.  Low medium too  high 

Teacher's  physical  appearance 

1 .  Vigorous passable weak timid 

2.  Healthy healthy  but  tired  ...anaemic sick 

3.  Well  poised medium nervous 

4.  At  ease medium , embarrassed 

5.  Correct,  erect  posture...  stooping,  bad  habits slouching 

6.  Neat tolerably bad  taste slovenly hyper-cosmetic.   '    (over) 


Form  24,  reverse 

Personality  characteristics  of  teacher 

1.  Pleasing very tolerably un -pleasing displeasing 

2.  Courteous very moderately  little discourteous 

3.  Cheerful  very moderately little gloomy,  sullen.. 

4.  Industrious very tolerably lazy 

5.  Sympathetic very moderately unsympathetic  ....unkind 

6.  Enthusiastic very moderately  little lacking 

7.  Dignified very moderately little undignified 

8.  "Well  bred",  polite notably  ....acceptably "on  theway" ill  mannered 

9.  Tactful very tolerably blundering 

10 .  Stimulating very moderately  lacking 

11.  Humorous very moderately  little lacking 

12.  Encouraging very moderately discouraging nagging 

13.  Scholarly very fair too  technical unscholarly 

14.  Resourceful very fair unresourceful unimaginative.... 

15.  Systematic  in  thought very tolerably unsystematic ~ 

16.  Strict. very moderately lax irritable 

17.  Wins  cooperation, easily fairly antagonizes 

IS.  Self  controlled very moderately little 

Q  19.  Ambitious  professionally.. quite  not  yet seems  to  be  lacking 

o      J  20.  Teachable ciuito  with  difficultv...  doubtful  material _ 

w    u      Comment  of  teacher  or  supervisor — verbal  or  written  but  confidential 

INSTITUTE  FOR  PUBLIC  SERVICE,  51  Chambers  St.,  N.  Y.  City 

5  for  10c;     10  for  15c;     50  for  50c;     per  100,   75c;     per  1000,  $5.00  — Postpaid 


34  Record  Aids   in   College  Management 

In  certain  technical  schools  where  students  are  given  oppor- 
tunity for  practice  work  their  adaptability  to  different 
types  of  work  is  tested  and  a  record  made.  This  is  espe- 
cially desirable  where  a  field  offers  several  different  lines 
of  activity  which  may  require  persons  with  quite  dift'erent 
qualifications 

The  score  card  used  by  the  Department  of  Home  Economics, 
Cornell,  illustrates  the  principle.  Students  taking  certain 
courses  are  required  to  live  for  a  week  in  the  "practice 
apartment"  and  on  the  work  done  they  are  ranked  for  13 
points  under  four  general  heads  (25) 


Form  25 — Practice  work,  home  economics — Cornell 

Score  Card 

I.      Xeatness    20 

1.  Person 

2.  Room 

3.  Apartment 

II.      Efficiencij     30 

1.  Skill 

2.  Speed 

3.  Co-operation 

4.  Resourcefulness 

5.  Promptness 

III.      Conservation    of   Energy 30 

1.  Quietness 

2.  Saving  of  labor 

3.  Organization 

IT.      Social  Obligations    20 

1.  Toward  the  group 

2,  Toward  the  guests 


The  card  (26)  used  by  Preceptress  Hazeltine  of  the  Wiscon- 
sin Library  School  for  noting  evidence  of  professional  fit- 
ness of  students  on  field  assignments  illustrates  the  factor- 
ing method  which  can  be  readily  adapted  to  other  lines. 
This  was  officially  credited  as  one  result  of  studies  by  and 
with  the  University  of  Wisconsin  Survey 


Character  and  Personality  of  Students 


35 


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Character  and  Personality  of  Students 


37 


Dean  Schneider  of  the  University  of  Cincinnati,  wrhich  has 
been  carrying  on  an  extensive  experiment  in  "coopera- 
tive" education  (i.  e.  half  shop,  half  college)  with  a 
number  of  industrial  concerns,  has  worked  out  a  list  (27) 
of  sixteen  broad  characteristics  that  help  determine  fitness 
of  men  for  jobs  in  different  industries.  He  says  that  it  is 
by  no  means  considered  final  but  does  furnish  a  rational 
basis  of  broad  selection  for  work  in  manufacture,  con- 
struction and  transportation.  He  adds,  "Other  broad 
characteristics  would  probably  be  listed  if  we  had  similar 
relations  with  commerce,  law,  medicine  and  religion" 
Of  the  danger  of  hasty  judgment,  he  warned  New  York 
high  school  principals  in  1913 : 

Strong  characteristics  are  often  buried  deep  under  the  influence 
of  environment — inborn  controlling  talents  repressed  or 
stunted  by  acquired  habits  of  life;  and  sometimes  the  habit 
is  mistaken  for  the  talent  until  patient  experimenting  or  some 
unusual  occurrence  discovers  the  hidden  ability.  While  the 
characteristics  (27)  are  placed  in  juxtaposition,  it  does  not 
follow  that  one  may  not  be,  for  example,  both  mental  and 
manual,  or  both  an  indoor  and  an  outdoor  man;  further,  one 
may  not  possess  either  characteristic  to  any  marked  degree 


Form  27 — Contrasting   Characteristics— 9   dates — Cincinnati   Engineers 

Name _ 

CHARACTERISTICS 

1 

2 

3 

4 

5 

6 

7 

8 

9 

1.  Physical  strength 
Physical  weakness 

2.  Mental                                       10.  Music  sense 
Manual                                             Music  sense  lacking 

3.  Settled                                       11.  Color  sense 
Roving                                              Color  sense  lacking 

4.  Indoor                                       12.  Manual  accuracy 
Outdoor                                            Manual  inaccuracy 

5.  Directive                                    13.  Mental  accuracy  (logic) 
Dependent                                        Mental  inaccuracy 

6.  Original  (creative)                   14.   Concentration   (mental 
Imitative                                                  focus) 

7.  Small  scope                                      Diffusion 

Large  scope                               15.  Rapid    mental   co-ordina- 

8.  Adaptable                                              tion 

Self -centered                                    Slow  mental  co-ordination 

9.  Deliberate                                  16.  Dynamic 
Impulsive                                         Static 

38 


Record  Aids   in   College  Manageincnf 


McKendree  College  has  devised  an  outline  (28,  29,  30)  for  self 
analysis  which  it  gives  to  students  to  fill  out  and  keep 
which  President  Hurt  states  has  been  of  considerable 
value  to  students  and  is  to  be  used  by  him  later  in  writing 
of  the  development  of  personality  by  colleges 


Form  28 — Student  self-rating  sheets 

McKENDREE  COLLEGE 

Am  I  as  a  jjc/'sojioZjYi/.- 

selfish  or  unselfish 

quiet  or  noisy 

tolerant  or  intolerant 

humble  or  conceited 

appreciative  or  unappreciative 

democratic  or  ostentatious 

openminded  or  completely  in- 

open or  underhanded 

formed 

forgiving  or  unforgiving 

seeking    truth    or    advancing 

my  ideas 

public-spirited  or  self -centered 

Courteous  or  rude 

optimistic  or  pessimistic 

kind  or  harsh 

hopeful  or  discouraged 

sympathetic  or  unsympathetic 

cheerful  or  grouchy 

trustful  or  suspicious 

courageous  or  cowardly 

respectful  or  disrespectful 

reverent  or  irreverent 
tactful  or  blundering 
a  leader  or  a  driver 
companionable  or  unsociable 

generous  or  greedy 
benevolent  or  miserly 
saver  or  spendthrift 
strong  willed  or  weak  willed 
deliberate  or  impulsive 

co-operative  or  a  fighter 

A 

even-tempered  or  explosive 

pure  or  impure 

"booster"  or  gossiper 

religious  or  irreligious 

"good  listener"  or  not 

temperate  or  intemperate 

talkative  or  taciturn 

a  producer  or  a  sponge 

poised  or  rattled 

a  good  influence  or  a  bad  one 

Character  and  Personality  of  Students 


39 


Form  29 — Student  self-rating  sheets — McKendree  College 


Am  I  in  my  tvorlc: 

careful  or  careless 
thoughtful  or  thoughtless 
long  headed  or  short-sighted 
dependable  or  forgetful 
prompt  or  procrastinating 

quick  or  slow 
practical  or  dreamy 

accurate  or  "ever  repeating" 
steady  or  "spurty" 
systematic  or  "slip-shod" 

orderly  or  jumbled 
progressive  or  "standpat" 
open-minded  or  closed  to  im- 
provement 
open  to  suggestion  or  not 
resent  criticism  or  not 


obedient  or  disobedient 
"on  the  job"  or  half  asleep 
"a  live  wire"  or  a  mediocre 
industrious  or  lazy 
energetic  or  indifferent 

enthusiastic  or  mechanical 
happy  or  unhappy 
cheery  or  grouchy 
for  principle  or  personal  ad- 
vantage 
honest  or  "shady" 

truthful  or  not  quite  so 

self-confident  or  self-distrust- 
ful 

self-reliant  or  timid,  diffident 

efficient  or  inefficient 

needing  more  steam  or  more 
brains 


Form  30 — Student  selfrating  sheets  —  McKendree  College 
PERSOXAL  APPEAIiAXCE 

Am  I  fat,  medium,  thin? 

Tall,  medium,  short? 

Graceful,  average,  awkward? 

Is  my  hair  combed,  semi  or  towsled? 

Are  my  teeth,  nails,  linen,  shoes,  clothing,  neat,  clean,  well 

looked  after  or ? 

How  do  I  stand — ereet  or  lolling?       one  or  two  feet? 

How  do  I  sit erect  or  lolling? 

Is  every  chair  a  Morris  chair  ? 
How  do  I  walk — erect  or  otherwise?      Head  up  or  hanging? 
How  do  I  move — quickly  or  slowly  ?    easily  or  awkwardly  ? 
too  much  or  too  little  ? 

MAXXERS 

Am  I  cordial,  gushing  or  reserved? 

Am  I  a  good  mixer  or  a  sort  of  hermit? 

Do  I  smile?    How?   When?    To  whom?    Why? 

Is  my  smile  microscopic  or  do  the  chandeliers  tremble  ? 

In  shaking  hands  am  I  like  a  steam  pump?  A  vice?  A 
refrigerator  ?    A  statue  ?    or  what  ? 

Can  I  sit  down  or  stand  or  talk  with  someone  without  crack- 
ing my  knuckles  or  beating  tatooes  on  the  chair  or  table, 
or  dancing  a  jig — In  other  words,  have  I  a  QUIET 
POISE? 

Is  my  manner  friendly  or  mistrustful  ?  courteous  or  indiffer- 
ent? considerate  or  selfish? 

Is  my  voice  quiet  and  poised  ?  forceful  or  loud  ?  grating, 
harsh  ? 


40  Record  Aids  in   College  Management 


Student   Health 

The  physical  training  requirement  in  colleges  is  looked  upon 
by  large  numbers  of  students  as  a  thing  to  get  "through 
with"  or  "out  of."  Too  often  no  incentive  is  provided  to 
awaken  the  interest  of  students  who  are  not  naturally 
fond  of  physical  training  or  outdoor  life.  The  result  is 
often  that  students  who  most  need  the  help  that  these 
departments  can  give  profit  least  by  it 

This  situation  has  been  changed  by  some  institutions  which 
have  adopted  more  stimulating  requirements  than  mere 
gymnasium  attendance  and  reports  on  character  and 
amount  of  exercise  taken 

The  College  of  the  City  of  New  York  gives  academic  credit 
for  prescribed  work  in  its  Department  of  Hygiene,  and 
believes  that  its  system  of  instruction,  examination  and 
follow  up  has  brought  measurable  returns  in  increased 
physical  efficiency 

On  the  ground  that  a  high  degree  of  physical  efficiency  is  es- 
sential for  success  in  technical  occupations,  Pratt  Insti- 
tute will  not  permit  a  student  who  does  not  have  enough 
regard  for  the  health  requirements  to  work  for  a  com- 
mendable physical  record  to  go  on  with  her  academic  work 

Although  not  giving  academic  credit  for  work  in  physical 
training,  Pratt  uses  an  "honor  system"  (31  f.f.)  for  bring- 
ing results  through  an  appeal  to  self-respect  and  pride. 

Physical  fitness  is  measured  (32)  by  i)  attendance,  2)  free- 
dom from  colds,  3)  sufficient  sleep,  4)  posture,  5)  strength, 
6)  vitality  (lung  capacity),  7)  weight  -f-  height 

Skill  is  measured  (33)  by  proficiency  in  1)  gymnastics,  2) 
dancing,  3)   swimming,  4)   tennis 

Obviously  such  records  are  futile  unless  completely  and 
carefully  kept  and  used  for  student's  benefit  and  for  test- 
ing efficiency  of  physical  supervision 

Few  private  patients,  even  of  the  wealthiest,  receive  physical 
supervision  equal  to  that  which  many  colleges  are  now 
aiming  to  make  compulsory  for  all  students 

Progress  is  being  made  so  rapidly  that  it  will  not  help  to 
show  the  many  variations  in  service  disclosed  by  cards 
received 

Three  additional  points  deserve  special  mention.  When  reg- 
istering, students  at  Carnegie  Institute  indicate  first,  sec- 
ond and  third  choices,  etc  for  12  different  sports 


Student  Health  41 

Vassar  keeps  as  part  of  each  student's  permanent  record — 
condition  on  entering  Vassar,  the  condition  on  leaving 
Vassar  College,  which  shows  the  number  of  years,  the 
amount  of  absence,  the  cause  of  absence,  the  amount  of 
illness  in  each  of  the  years,  total  days  average,  days  per 
year  and  different  ailments 

Important  facts  regarding  the  feet  are  noted  by  Yale  and 
Carnegie  Institute — as  to  arches  longitudinal  and  an- 
terior, the  great  toe  joint  whether  injured  and  inflamed. 
Yale  has  issued  a  pamphlet  regarding  treatment  of  flat 
foot 


Form  31 — Honor  System — Physical  Training — Pratt  Institute 

1.  Honor  points  may  be  won  by  any  full-time  woman  student  in 

Pratt  Institute 

2.  Honor  points  are  given  for  exceptional  physical  "efficiency" 

and  "proficiency,"  as  shown  by  the  following  tables 

3.  Honor  points  are  credited  to  students  three  times  a  year — 

January  1st,  April  1st  and  June  1st 

4.  Honors  that  are  starred   (*)  are  permanently  won.    Honors 

not  starred  are  forfeited  whenever  a  student  falls  below 
the  grade  of  efficiency  for  which  such  point  was  given. 
Such  points  may  be  re-won  at  any  time 

5.  Chevrons — to  be  worn  on  the  left  sleeve  of  the  gymnasium 

suit — are  awarded  for  honors  won,  as  follows.: 

(a)  Red   Chevron — A  Term  Grade  of  "A"    (see  Grading 

Tables — "Term  Grade").     (Forfeited  if  grade  for 
a  term  falls  below  "A") 

(b)  Blue   Chevron — Ten  Points    (four  or  more  must  be 

efficiency  points).      (Forfeited  if  total  number  of 
honor  points  falls  below  10) 

(c)  Yellow  Chevron — Twenty  points  (eight  or  more  must 

be  "efficiency"  points)     (Forfeited  if  total  number 
of  honor  points  falls  below  20) 

(d)  Star — Thirty  points  (twelve  or  more  must  be  "effici- 

ency" points) 

Kote: — (On  winning  thirty-five  or  more  points,  Blue  and  Yellow  Chevrons  and  Star 
are  permanently  won  and  may  not  be  forfeited) 


42  Record  Aids  in   College  Management 

Form  32 — Honor  System — Physical  "Efficiency  Points" — Pratt  Institute 

ATTENDANCE 

No  absences  or  excuses  (except  2  regular  per  mouth) 

*Oct.  1,  1915  to  Dec.  21,  1915 1  point 

*Jan.  3,  1916  to  March  24,  1916 1  point 

*  April  3,   1916,  to  June  9,  1916 1  point 

*Oct.  1,  1915,  to  June  9,  1916 1  point 

Freedom  from  Colds 

*yo  colds  from   the  first  day  of  any  month   to  the  first 

day  of  the  next  month l/3  point 

*Xo  colds  entire  year 1    point 

Sufficient  Sleep 

*8  1/2  hours  sleep  per  day  for  any  24  days  from,  the 
first  day  of  any  ynonth  to  the  first  day  of  the  next 
month    1/3  point 

*8  1/2  hours  sleep — as  above — for  entire  year 1   point 

Posture 

A  posture  grade  of  "1?"  entitles  a  student  to  three  honor 
2ioints,  or  Raising  a  grade  of  "D"  or  "C"  to  ''B" 
gives    3  points 

A  posture  grade  of  '',4"   entitles  a  student  to  five  honor 

lioiuts,  or  raising  a  grade  of  "Z?"   to  "A"  gives.  .       2  j^oints 

Note: — (These    points    are    forfeited    if   for    any    given    term    a    student's   posture 
grade  falls  below   the   grade  previously   held) 

Strength 
Total  Strength  of  325  kilograms 1    point 

Vitality 

Lung  capacity  of  200  cubic  inches  or  vital  index  of  1.56 

or  greater    (lung   capacity   -i-    ivciglit) 1    point 

Note: — (These    points    are    forfeited,    if    for    any    given    term    a    student's    'total 
strength,'  lung  capacity  or  vital  indez  falls  below  the  mark  above  given 

Weigh  t — Height 

Weight within  five  jtounds    (5  lbs.)    of  correct  weight 

for  given  height  find  age    (Grade  of  "A") 1    point 

Note:  —  (This   point   is   forfeited   if   for   any   given   term   a   student's   weight   falls 
outside  the  five  pounds  limit  for  her  height  and  age) 


Student  Health  43 


Form  33 — Honor   System — Physical    "Proficiency   Points" — Pratt    Insti- 
tute 

Gijm  nasties 

*A  grade  of  'A'  for  any  three  apparatus  exercises  that  form  part 
of  the  regular  class  work  of  the  first  term 1  point 

*A  grade  of  'A'  for  any  three  apparatus  exercises  that  fortn  part 
of  the  regular  class  work  of  the  second  term 1  point 

*A  grade  of  'A'  for  any  three  apparatus  exercises  that  form,  part 
of  the  regular  class  %i'ork  of  the  third  term 1  point 

Note: — (The  same  exercises  may  not  be  credited  to  a  student's  record  more  than 
once) 

As  many  apparatus  exercises  will  be  given  during  a  term  as  three 
quarters  (34)  of  a  class  can  master 

Members  of  a  class  having  three  apparatus  exercises  a  term  may 
win  but  one  point  for  that  term.  Members  of  a  class  having  four 
or  five  or  six  apparatus  exercises  a  term  may  win  two  or  more 
points  for  that  term 

Dancing 

*A  grade  of  'A'  for  any  tiro  dances  that  fortn  part  of  the  regular 
class  work  of  the  first  term 1  point 

*A  grade  of  'A'  for  any  two  dances  that  form  part  of  the  regular 
class  icork  of  the  second  term 1  point 

*A  grade  of  'A'  for  any  two  dances  that  form  part  of  the  regular 
class  work  of  the  third  term 1   point 

Note: — (The  same  dance  may  not  be  credited  to  a  student's  record  more  than  once) 

As  many  dances  will  be  given  during  a  term  as  three  quarters 
(34)  of  a  class  can  master.  Members  of  a  class  having  but  two 
dances  a  term  may  win  but  one  point  for  that  term 

Members  of  a  class  having  three,  four  or  more  dances  a  term  may 
win  two  or  more  points  for  that  term 


44 


Record  Aids   in   College  Management 


Form  33,  continued 

Swimming 
Winning   the  emblem — World's  Life  Saving  Alliance.  .       2  points 

Fall  Tournament — 

The  maximum  number  of  credits  that  may  be  scored  in  any 
Fall   Tournament  is   definitely   fixed 

*Two  honor  points  are  given  to  all  competitors  winning  75% 
to  lOO'^r  of  such  possible  credits 

*One  honor  point  is  given  to  all  competitors  winning  50%  to 
75%  of  such  possible  credits 

Spring  Tournament — (Intra  and  Inter  School) 

Intra   School 

Mahing  a  school   team 2   jwints 

Substittite  on  school  teatn 1   point 

Inter-School 

To  every  member  of  the  winning  team 2   j^oints 

To  every  member  of  the   second   best  team 1   i^oint 

Tennis 

*Win)iing — in  Fall    (Singles)   Tournament  prtsf  1st  round .  1  i^oint 

*  Coming  up  to  semi-finals in  Fall  (Singles)   Tournament .  1  point 

*Winning — Fall    (Singles)    Tournament 1  point 

*Winning  in   Spring  Tournamoit    (Intra-School)    Past   1st 

round    1  point 

*Coming  uj)  to  semi-finals — in  Siiring  Tournament    (Intra- 
School)      1  point 

^Winning — Spring    Tournament    (Intra-School) 1  point 

*Winning — Spring  Tournament    (Inter-School) 1  point 


Form  34 

HONOR  RECORD  PRATT  INSTITUTE 

N«me^^  ^A  /^^  School 


SECOND  YEAR 

Coune  , 


lixPnuLO^ 


m 


Date 


Efficiency  Point* 


^^/'f/fS ^muci^  VoTC^  ■   /l//t4TUu/ 


Date 


Proficiency  Pointi 


jL 


!^ 


C33T/ 


/ 


Lev*ji^pCjt— 


A. 


7-^ 


t?2(fuju  .DmA .   ^"2 


^ 


I 


'7- 


7- 


Student  Health 


45 


Form  35— Physical    training    record— Pratt    Institute— Back    used    for 
remarks,  e.g.,  "Has  glasses:  much  less  headache" 


^ 

r 
^ 


UJ 


£  J 

to 

d 
a: 
< 

u 

Q 
O 


^ 


(A) 


Date 


Term  Average 


Gymnastics 


Da 


>wimining 


CE. 


Ten 


Sp.  Corr.  Work 


Hygiene 


General  Phy    Cond. 


Vitality 


Weight 


Strength 


Posture 


Attitude  toward  work 


Organic  Defect* 


Functional 


Disturbances 


Need. 


Sleep 


Apf>elitc 


Work  done  outside 

Q>mmuting-Hr». 

Scholarship 


'"7'i:i^,vi\  y^/,^ 


IE 


-^ 


jt 


A- 


Q 


^ 


<uA\\jLi^4%J    jciMti^iiui^ 


A. 


s. 


Ksu»-AjOi.tZu  — 


Qsu.  <re.c  • 


liuxiiko 


ISl 


A- 


4=1 


CL- 


^ 


A-^U>.-  id'/2^:- 


.^^ 


V^TT^'^' 


A. 


A- 


fit- 


A. 


e^-/2li- 


A- 


Al 


^.^eeor^ 


(/c^rzi^y 


(Uo  c^^J 


TjUAUj^'hfr. 


Bi-ctiZ^vu/k- 


/^—ex-4jutji. 


arf<:- 


t»e:gg:v 


—  Tu^yTWLY, 


i^OCJU  '    (JjL^i^SL^ZM^y 


T'  '^iu^ 


^a 


uuveic 


r.  if-^cv/. 


jc:3 


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;£^ 


46 


Record  Aids   in   College  Management 


Form  36 — Parts  of  physical  exam  record — Pratt  Institute 

Note  changes 

Date  10/13  2/1  5/28  10/28  2/17  5/15 


Weight— ibs 

Lung  capacity — cu.  in.. 
Total  strength— Kilo.. 
Girth  chest  expansion. 
Depth    "  " 


20 

20 

21 

21 

22 

22 

114.6 

107.3 

108   118 

111.8 

111.3 

160 

160 

155   168 

175 

173 

302 

298 

313 

338 

376 

391 

85.6 

— 

84.0 

87.0 

— 

84.2 

20.0 

— 

18.0 

18.3 

— 

19.5 

Previous  exercise — Gymnastics  4  yrs.    (X)   High  school    (A) 
Dancing   (A)      Swimming   (C)     Tennis    (D)     Basket  ball   (     ) 
Base  Ball  Captain  ball  Volley  ball  Riding  (X) 

Walking  (5)  Hockey     .-  Golf 

Paddling  Skating     .-  Fencing 

Family  diseases     Brights  Disease  (father) 


Rowing 
Bicycling 


Past  health      Diseases      Measles;  diphtheria;  tonsilitis;  mastoidi- 
tis   (June,  1914) 

"       "       Accidents,  operations,  defects 

"         "        Functional    disturbances      Headache;    some    constipa- 
tion 

Posture.  .Head   held   fortcavd     Shoulders   r.    high     Hips   1.    pr. 
Chest      fair  Abdomen    forward  Weight     hack 

Spine      cordosis  and  Tiyphosis 

Feet     R.  o.7».     L.  o.k.  Shoes     good 

Remarks:      Needs  posture  trorfc 


The  most  comprehensive  and  helpful  statement  obtained  of  a 
department  of  hygiene's  work  is  that  issued  by  the  Col- 
lege of  the  City  of  New  York — a  seventy  page  book  with 
thirty-five  illustrations  and  index.  As  the  director  Prof. 
Thomas  A.  Storey  is  interested  in  promoting  collegiate 
departments  of  hygiene,  we  are  permitted  to  refer  readers 
to  him  for  the  pami)hlet  or  other  aids  including  such  facts 
about  results  of  examinations  and  conferences  as  on  37 
to  41 


Student  Hcaltli 


47 


Form     37 — Department    of    tygiene,     C.    C.     N. 
health    questions 


Y.    student-answered 


,JIAME. 


QUESTION 


ANSWER 


QUESTION 


Address. 


Class Age Yrs Mos^ 

Place  of  *'■'•»'' 


_Date  of  birth. 


_School  last  attended- 


_BirthpIace  of  f ather. 


— Birthplace  of  mother. 


—Derivation  of  student. 

(a)  Enelish 

(b)  French 

(c)  German 

(d)  Jowisli 

(e)  American— 
(f)  or: 


Father's  occupation. 


How  long  in  this  occupation?. 


Name  member  of  family  or  person 
in  your  home  having 

(a)  consumption 

(b)  asthma 

(c)    broncliitia 

(d)    cough 

(c)  nervous 

(f)    or  other  disease 


_^ave  you  bad  (give  date). 


(a) 
-(b) 


tonsilitifl 

rhoumatisnx. 


<c)    heart  trouble. 
_(d)    scarlet  fever 


(e)    kidney  trouble. 
-(0     typhoid  lever 


(p)    pneumonia. 
.(h)    bronchitis 


(i)     pleurisy 

(j)    or  other  severe  diaeaee- 


Do    any    effects    of    such  illness 

persist?  _________^..___ 


.If  so  what?. 


What  injuries  or  operations  have 
you  had? 


What  weakness  or  tendency  to  ill 
health  have  you? 


Are  you  ruptured?. 


£ow  often  do  you  have  headaches?. 


.What  eye  troubles  have  you  had? 


What  ear  troubles  have  you 
such  as 


had 


(a)    ear  ache 

_(b)    running  ear. 


(c)    deafness. 
.(d)    etc  


How  often  do  you  have  a  cold  in 
the  nose? 


_throat?_ 


Jungs?. 


.Can    you    breathe    through    both 

nostrils? 


.  _Have  you  a  cough?_ 


J)o  you  expectorate  much?. 


_Do  you  ever  cough  up  blood?. 


_Do  you  ever  feel  hot  or  chilly? 

_Do  you  ever  sweat  hard  at  ni^ht?. 


48 


Record  Aids   in   College  Management 


Form  37,   continued — student-answered  health  questions,  C.  C.   N.  Y. 


QUESTION 


ANSWER 


OtJESTION 


How  much  weight  or  strength  have 
you  lost  this  last  year? 


-Date  of  last  successful  Taccination. 


.What  exercise  do  you  take  such  as. 


[a)    walking, 
i)   games 


.S 


(c)    gymnasiuxn. 
_(d)    traok___ 

(e)   etc 


.When  do  you  brush  your  teeth? . 


J>o  your  goms  bleed  easily?. 


.How  often  do  you  bathe?. 


(a)  .in  summer- 
-(b)    in  winter 


How  often   do   you   change  yoor 
underclothes? 


(a)    in  summer- 
_(b)    in  winter 


What  work  do  you  do  in  addition 
to  your  college  work? 


How  many  hours  a  week  do  you 
exercise? 


-How  many  boors  in  open  air  daily ?_ 
Do  you  sleep  well? 


-How  many  hours  a  night? 

How  many  windows  in  your  bad- 
room? 


-Do  jrou  open  them  wide  at  nigbt?- 
_Do  you  sleep  alone? 


-How  many  are  there  in  your  family? 
Jlow  many  roomB  in  your  home?. 


-Is  your  appetite  good? 

How  much  time  do  you  spend  at  a 
meal? 


Do  yon  chew  your  food  well? 

Do    you    have    discomfort    after 
eating? 


How  many  hours  a  day  does  that 
work  take? , 


Is  your  contintiance  in  college  de- 
pendent  on  your  outside  work?. 


What  athletic  training  have  vou 
had? - 


-Eow  often  do  your  bowels  move?_ 
JHow  often  do  yon  go  to  a  dentist?. 


JRecord  examined  by. 


Student  Health 


49 


Form  37,  reverse — Student-answered   health   questions 
JKAKB. 


Eate  of  this  record. 
Present  address 


Age  in  years  and  months_ 


4.    Number  of  colds  since  your  last  examination. 

Where  were  these  colds,  in  the  head?  nose? 
,     s         threat?  chest?_ 


6. 

, 7. 

8. 

9. 

_10. 

^11 

—12. 

_13. 

—14. 

—15.. 

_16- 

—17. 

_18. 

—19. 

.-20. 

—21 

—22. 

— 23> 


Were  you  s}ck  enough  to  go  to  bed?_ 
What  serious  illness  have  you  had?_ 

How  long  were  you  in  bed  with  it? 

Have  you  recovei'ed  completely?-^ 


How  often  do  you  have  headaches?. 
Have  you  had  any  ear  trouble? 


Have  you  a  cough?    How  long?i 
Do  you  expectorate  much? 


What  is  yotir  weight  now? 

How  many  hours  of  exercise  do  you  take 
a  week? 


How  much  time  do  you  spend  out  of  doors 
a  week? 


How  many  hours  do  you  sleep  each  night? 

Do  you  keep  your  bedroom  windows  open 
wide  at  mght? 


Do  you  sleep  alone?- 


When  do  you  brush  your  teeth?. 


When  did  you  go  to  a  dentist  last?. 


How  often  do  your  bowels  move? 

How  often  do  you   bathe  in  summer?    in 
__winter? 


How  often  do  you  change  your  underclothing 
_  in  summer?  winter? 


—25.. 
_26. 
_27. 


ArO  you  doing  any  work  for  pay?   How  much 
of  jour  time  does  it  take? 


Could  you  stay  here  if  you  earned  nothing? 
Tliis  record  was  examined  by 


50  Record  Aids  i)i   College  Management 

Form  38 — Student-answered  health  questions — Carnegie   Institute 

Check  off  any  of  the  following  tendencies  in  family: 

Sore    Throat  Nervous  Debility  Kidney  Dis-  Gout 

Asthma  Catarrhs  ease  Cancer 

Dyspepsia  Rheumatism  Paralysis  Neuralgia 

Heart  Disease  Habitual    Con-  Consumption  Epilepsy 
Hysteria                      stipation 

Check  off  any  of  the  following  diseases  that  you  may  have  had,  specify- 
ing the  age  at  which  you  suffered  from  them: 

Boils  Frequent  Colds  in  Head  or  Throat 

Catarrh  Bronchitis 

Dyspepsia  Chronic  Diarrhea 

Frequent  Headache  Indigestion 

Biliousness  Sleeplessness 

Pleurisy  Habitual    Constipation 

Shortness  of  Breath  Pneumonia 

Neuralgia  Heart    Disease 

Tuberculosis  Appendicitis 

Do  you  wear  glasses? Have  you  ever  worn  glasses? 

At    what    time    did    you    first    wear    them? 

By  whom  were  they  advised? Oculist? Optician? 

When  were  your  eyes  last  seen  to  ? 

Do    you    drink    coffee  ? How  much  ? 

Do  you  drink  tea  ? How  much  ? 

At  what  age  did  you  begin  ? 

Do  you  smoke  ? How  many  pipes  ? Cigars  ? Cigarettes  ? 


Student  Health 


51 


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52  Record  Aids  in  College  Management 

Individual  instruction  in  hygiene  is  the  end  of  test,  precept 
and  practice  in  physical  training  at  "City  College". 
Excerpts  from  its  announcement  above  cited  are  given 
below 


Excerpts  from  pamphlet  "Department  of  Hygiene  of  the  C.  C.  N.  Y." 

Individual  Instruction  in  Hygiene 

Threefold  ptirpose:  To  teach  the  young  man  how  to  secure  and 
conserve  his  own  health 

2.  To  lead  him  in  Jiis  graduate  years  to  become  an  im,por- 
tant  factor  in  the  advancem,ent  of  the  public  health  and 
character 

3.  Through  inspections  to  make  the  institution  and  all  its 
influences  safe  and  attractive  to  the  clean,  healthy 
student 

Follow  up:  Every  piece  of  advisory  instruction  is  followed  up,  and 

every  piece  of  sucJi  instruction  must  bring  a  result    *    *    * 
or  the  boy  is   debarred   from   all  his  classes 

Learning  by  doing:  We  are  securing  health  habits  in  the  same 
individuals  to  whom  we  are  teaching  health  principles 

Cum.uiative  effort:  And  the  boy  is  under  this  instruction,  term 
after  term,  for  six  years  [or  while  here] 

Proof  of  results:  We  have  the  written  and  objective  evidence  that 
the  parents  of  several  thousatid  boys  are  taliing  active, 
sympathetic,  and  dollar  and  cent  interest  in  the  health 
Jiabits  of  their  boys 


Attendance 

Attendance  records  are  apparently  kept  by  few  colleges.  Ab- 
sence records  were  sent  in  by  several.  Absence  records 
run  the  risk  that  absences  will  not  be  recorded.  It  is  a 
rule  of  record  keeping  that  an  affirmative  mark  should 
be  made  to  account  for  every  person  or  item.  The  ab- 
sence of  mark  may  mean  only  failure  to  mark  rather  than 
presence  of  student 

To  make  the  keeping  of  attendance  records  easier  some  col- 
leges supply  not  only  forms  such  as  41,  42,  43  and  44,  but 
filing  cases  for  easy,  daily  filing  of  cards  and  slips  for  re- 
porting absences  to  central  office.  The  College  of  the  City 
of  New  York  asks  for  the  days  of  each  week.  Howard 
University  records  the  total  tardinesses  as  well  as 
absences.  State  College  of  Washington  requires  the  stu- 
dent to  report  absences  to  the  registrar.  The  cumulative 
record  used  by  Carnegie  Institute  shows  for  periods,  days 
and  months.  New  York  University's  cumulative  record 
stamps  dates  absent  under  each  subject 


Form  41 — Absence    record — State   College    of   Washington — 3x5    card 

NAf4                                                                                                                       Study            No.  Coume                valuc 
STANDING       , — DATE  ENROLLED —  ■> 

1  2  3  4  5  6  7  8  9  10  11   12  13  14  15  1ft  1?  IS  19  20  21  22  23  24  25  26  27  28  29  30  31 

1  2  3  4  5  6  7  8  9  10  11   12  13  14  15  16  17  18  19  20  21  22  23  24  25  26  27  28  29  30  31 

1  2  3  4  5  6  7  8  9  10  11   12  13  14  15  16  17  18  19  20  21   22  23  24  25  26  27  28  29  30  31 

1  2  3  4  5  6  7  8  9  10  11  12  13  14  IS  16  17  18  19  20  21  22  23  24  25  26  27  28  29  30  31 

1  2  3  4  5  6  7  8  9  10  11   12  13  14  15  16  17  18  19  20  21  22  23  24  25  26  27  28  29  30  31 


Date  Returned  to  Registrar  Sionco  instructoa 

(Over) 


[53] 


54 


Record  Aids  in  College  Management 


Form  41,  reverse 

Estimate  the  number  of  hours  (per  week  for  a  semester)  which  will  ke  necessary 
to  complete  the  course. 


Grade  yonr^-stodents  Aa,  A,  B,  C,  D,  or  Incomplete.  D  is  an  absolute  failure  and 
the  conrse  must  be  repeated,    C  is  a  failure  in  a  major  subject. 

You  may  not  permit  a  student  to  enter  your  class  for  more  than  three  days  with- 
out one  of  these  cards  from  the  Registrar.  You  may  not  drop  a  student  from  a  class 
without  an  order  from  the  Registrar  and  you  should  then  return  this  card  as  an 
acknowledgment  of  the  receipt  of  this  order. 

Cross  out  days  on  other  sid^  when  student  does  not  appear  for  class  work. 

Return  mid-semester  grades  on  blanks  furnished  by  Registrar.  Return  your  finaJ 
grade  on  this  card. 


Form  42 — 3x5  card 

COLLCCC  OrTME  CiTV  OF  NCw  YOMK 
TOWNSCNO    HARRIS    HALL 

INSTRUCTOR'S     WEEKLY     ABSENCE     REPO 

RT 

OURS 

Hour  during  Which  Class  Recites    C2* 

STUDENTS'  NAMES  IN  FULL. 
ARRANGED  ALPHABETICALLY,  SURNAME  FIRST 

Reg'd  Sect. 

M 

T 

W 

T 

F 

1.  Absences  and  latenesses  should  be  marked  with  an  "A"  in  the  proper  c 

2.  Use  a  separate  card  for  each  section.     (Give  REGISTERED  SECTIC 
Write  REGISTERED  SECTION  number  in  the  first  column  next  to  t 

olumn. 

)N  for  every  .student.) 

le  name. 

Instructor. 

Form  43 — Carnegie 

ABSENCE 

Institute  of 

RECORD 

Technology — 

NAME 

5x8 

card 

COURSE 

YEAH 

SECTIOr 

g 

Hour 

M 

T 

w 

T 

F 

M 

T 

W 

T 

F 

Hour 

SEPT 

fi:30 

8:30 

9:?0 

firSO 

10:30 

10:30 

U;30 

11:30 

12:30 

12:30 

1:30 

1 :3() 

•2:30 

2:30 

3:30 

3:30 

[Eight  weeks,   five  months  each  side — Note  double  setting  of  hour  column  to 
facilitate   marking   right  line] 


Why  Students  Drop  Out 

Although  the  "educational  scrap  heap"  is  a  much  discussed 
topic  among  colleges,  there  is  little  evidence  in  college 
reports  that  the  real  reasons  for  dropping  out  are  known 
in  any  considerable  number  of  cases  except  where  students 
have  left  on  account  of  illness  or  have  been  requested  to 
leave.  Yet  the  number  of  students  who  leave  because 
of  ill  health  or  who  are  dropped  is  often  small  in  propor- 
tion to  those  who,  for  unassigned  reasons,  fail  to  return  at 
the  end  of  one  or  two  years 

In  one  report,  for  example,  the  students  who  left  for  assigned 
reasons  numbered  125  as  against  160  who  left  for  unas- 
signed reasons 

College  reports  seldom  even  hint  that  students  ever  leave  be- 
cause of  disappointment  or  just  dissatisfaction,  yet  in  so 
large  a  group  there  must  be  some  promising  students 
whom  colleges  fail  to  inspire  and  hold  for  reasons  that 
might  be  worth  while  seeking 

It  is  not  always  easy  to  learn  the  real  reasons  why  students 
drop  out,  but  would  not  individual  follow  up  work  bring 
better  results  than  most  colleges  now  get? 

The  Carnegie  Institute  of  Technology  has  a  special  with- 
drawal blank  (44)  which  students  who  leave  during  the 
year  must  present  to  the  dean  for  approval,  and  it  is  ex- 
pected that  the  dean  will  take  pains  to  learn  the  true 
reason  for  withdrawal 

Harvard  in  addition  to  stating  reasons  for  withdrawal  lists 
studies  taken  in  whole  courses,  half  courses  through 
the  year,  half  courses  first  half  year,  half  courses  second 
half  year 

McKendree  College  sends  out  a  form  letter  (45)  to  students 
who  drop  out  between  tonus,  similar  to  follow  up  letters 
which  in  after  life  students  are  apt  to  receive  from  or 
write  for  social  clubs  or  civic  and  charitable  asrencies 


[55] 


56 


Record  Aids  in  College  Management 


Form  44—6x9^  card 

km  IK.  ISOO-9-ll 


■To  be  filled  in  by  the  student 


CARNEGIE  INSTITUTE  OF  TECHNOLOGY 

REQUEST    FOR    WITHDRAWAL    OR    TRANSFER 

iXfter  the   Dean   has  approved  this  it   should  be  presented  by  the  student  at  the 
Registrar's  .Office,  either  in   person  or  by  mail.    See  NOTE  ONE  below 


DATE. 


TO  THE  DEAN: 

I  HEREBY  HAKE  REQUEST  TO  J^JIthI^^^  FROM  SECTION. 


CLASS. 


..  COURSE. 


•  TO  SECTION. 


(♦Disregard  starred  lines  in  case  of  wltSdrawal.) 


CAUCE     OF     TRANSFER 

*"  WITHDRAWAL 

Finances. 
Ill-Health  of  Self. 
Ill-Health  in  Family. 


(Draw  circle  around  whichever  cause 
listed  below  applies  in  your  ca^e  ) 


Removal  from  Pittsburgh. 

Overtime  Wortc. 

Change  of  Position. 
Dropped  for  Scholarship.      Course  Unsuited  to  Needs. 
Dropped  for  Conduct. 


Any  Other  Cause 
May  Be  Suted  on 
Back  of  This  Sheet 


I    HEREBY    CONSENT    TO    THE    ABOVE  I!?*/?5=f 5,..     (SEg    NOTE    TWO.) 

WITHDRAWAL 


SlSNATURC   OF   PARENT  OR   GUARDfEN. 


APPROVED ; 


NOTE  ONE. — In  case  of  withdrawal,  return  your  locker 
key  at  once  to  the  Registrar's  Office.  No  breakage  balance 
can  be  refunded  until  this  is  done,  and  until  all  dravving-room 
and  chemistry  keys,  or  other  Institute  property  which  you 
may  have  in  your  possession,  is  returned  and  checked  up.  A 
check  covering  the  tinused  portion  of  your  breakage  deposit 
will  then  be  mailed  you  from  the  C?shier's  Office. 

NOTE  TWO. — If  the  student  is  under  twenty-one  years 
of  age,  the  signature  of  parent  or  guardian  must  appear  on 
this  blank  either  in  case  of  withdrawal  from  the  Institute,  or 
of  a  transfer  from  one  course  to  another. 


NOT  to  b«  filled  In  by  SIikjmiI 


Amount  Paid 


Kevs    RETURNIO 


LOCKtW  (nO.< 


DRAWING  ROOM 


CHEMISTRY  LAS. 


SHOP  CHICKS 


Cards,  etc.  RrfO< 


Why  Students  Drop  Out 


57 


Form  45 — Why   do  students   not   return   to   college? 


Qli]ri0tiaii 

ffnlturr  anii  Sffirintry 

for  dwTiJrp 


HlfBER  WILLIAM  HURT.  PRESIDENT 


[Name  inserted] 

You  were  a  student  at  "Old  McKendree"  last  term  and  have 
been  missed  about  the  campus  since  the  return  of  the  others. 

We  desire  that  McKendree  shall  really  serve.  We  want  her 
to  serve  YOU  in  every  possible  way.  Therefore  we  are  anxious  to 
know  the  EEAL  REASON  why  you  are  not  in  College. 

This  knowledge  will  better  enable  us  to  do  the  great  work  of 
the  College  in  helping  inspire  men  and  women  for  Larger  Life. 
Write  me  FRANKLY  today  about  this  vital  matter  and  I  shall  treat 
your  letter  as  confidential  if  you  so  desire. 

Cordially, 


President  McKendree  College 


58 


Record  Aids   in   College  Management 


Scholarship  Records 

Except  for  variations  of  arrangement,  the  differences  in 
scholarship  record  forms  are  slight.  Some  of  these  vari- 
ations, however,  suggest  how  even  so  mechanical  a  thing 
as  a  scholarship  record  may  be  made  a  story  with  a  climax 
instead  of  a  disjointed  series  of  incidents 

Three  general  types  of  scholarship  record  are  illustrated  by 
Forms  46,  47,  48,     Each  has  obvious  advantages 

The  type  most  commonly  used  is  well  represented  by  Form  46 
which  sets  off  clearly  the  work  of  each  year  and  is  more 
economical  of  space  than  forms  frequently  used.  It  has 
been  long  in  use  in  manv  colleges 


Form  46,   face — Scholarship — Hobart  and   William   Smith 

[6x8,  for  four  years,   15  subjects,  plus  summary  of  grades] 

Entered 

NAME                                                                                                                            "9            LEFT 

ENTRANCE                      | 

YFAR      IP 

Subject 

Units 
at  £nt. 

Units 
aft.Ent 

•Subject 

NO. 

1ST  TERM 

20  TERM 

MRS. 

MABK 

HRS. 

MARK 

CNQtISH 

lO    SPACES 

OERMAN 

le  OTHERS 

Grade 

A 

B 

-1 

C      D 

TAL 

Form    46    reverse 

(a)  Dropped    for   failure    to    do    satisfactory 

work   

(b)  Warned    for   failure    to    do    satisfactory 

work   

(c)  Placed    on    probation 

(d)  Copy  of  record  to  date  given  on 

(e)  Honorable   Dismissal  granted  on 

(f)  William  Smith  interposes  no  objection  to 

IST 

Yeab 

2d 
Year 

30 
Yeab 

4tm 
Yeab 

give 

n     

The  record  on  the  opposite  side  and  above  is 

TOTAL 

correct . 

Explanation — A,    a    high 
guished  work;   B,   a  simple 
passing    mark;    D,    a    low    i 
incomplete;    E,   a  general  cc 
must   take   the   subject   aga 
indicated   represent  the  nun 
for  a  term   of   18  weeks 

...19.... 

...  Registrar 
k    for    distin- 
rk;    C,  a  high 
rk;    X,    work 
,   the  student 
3.     The   hours 
urs  per  week 

honor    mar 
honor  ma 
)assing   ma 
)ndition;   I 
in    in    clas 
tiber  of  ho 



Scholarship  Records 


59 


By  printing  on  the  record  all  subjects  offered  the  clerical  work 
required  in  filling  out  is  reduced.  Form  47  type  seems  to 
be  displacing  the  46  type.  Subjects  are  arranged  in  natural 
divisions  hence  the  record  shows  at  a  glance  where  the 
student  is  specializing.  The  reverse  gives  (1)  entrance  re- 
quirements, offerings,  deficiencies ;  (2)  tentative  advanced 
credits;  (3)  faculty  action,  dates  of  probation,  whether 
dropped  or  honorably  dismissed,  return  of  credentials 

Further  economy  and  summary  are  obtained  by  Missouri  (48) 
on  a  card  which  contains  also  subjects  for  noting  entrance 
credits,  prizes  and  honors,  degrees,  etc.  Subjects  must 
be  written  for  university  credits 


Form  47 — Scholarship  cumulative  record — 8^x11 

UNIVERSITY  OF  WASHINGTON 

SCHOOL  OF   FORESTRY 
Name Degree 


H  (honor),  fS  (satisfactory),  P  (passed),  C  (conditioned), 

F  (failed),  I  (incomplete,)   W  (withdrawn). 

One  credit  stands  for  one  fifty-minute  recitation  a 

week  for  one  semester  of  eighteen  weeks. 


Entered 

Left 

Demitted  to. 
Re- Entered. 
Graduated... 


Adv. 
Credit 

SUBJECTS 

(by  groups,  not 
alphabetically) 

CREDITS 

F APMFn 

CiaiULATIVE  BY  YEARS 

Adv.     12     3     4     5 

1st  Sem. 

2nd  Sem. 

Lump  Credit 

Total 

Total  Credits 

Washington  Method 

Art 

Music 

English 

French 

German 

Greek 

Latin 


Usual  Method 

Art 

Astronomy 

Biology 

Chemistry 

English 

French 

Geology 


Form  48 — Scholarship     cumulative    record — University    of     Missouri — 
8^x11 

UNIVERSITY    CREDITS 

COURSE 

Course 
No. 

First 
Semester 

Second 
Semester 

REMARKS 

Credit  Hours  Toward 

Year 
Taken 

is 

B 

11 

0)  a 

O 

» 

60 


Record  Aids  in   College  Management 


For  reference  purposes  it  is  found  helpful  to  be  able  to  see  at 
a  glance  the  credits  earned,  the  number  of  courses  passed 
at  each  grade,  and  the  subjects  in  which  the  student  has 
specialized.  Wellesley,  which  uses  the  old  method  of  re- 
cording as  shown  in  Form  46,  provides  in  addition  for  a 
summary  by  grades  (49)  and  a  recapitulation  of  courses. 
The  latter  could  be  avoided  by  a  card  modeled  after  47 
with  the  University  of  Kansas  method  of  grouping  sub- 
jects and  cumulating  credits  and  deficiencies   (49a) 


Form  49 — Scholarship  summary — Wellesley — 
[1^x2^,  bottom  of  permanent  record 
card — 4x10 — Reverse  side  calls  for  spe- 
cial action,    notes,   dates] 


SUMMARY  BY  SEMESTER  HOURS                    ' 

Mark 

lYr 

T 

2Yr 

3Yr 

4Yr 

T 

A 

B 

U 

D 

Cond. 

Credit 

Lacks  Cr. 

Form  49a — Cumulative  scholarship  record — The  University  of  Kansas 

Name 


Home 
Address 

Group 

Subject 

Cr. 

Def. 

Town 
Address 

English 

Rhet.  &  Lit.  3 
Adv.  Rhetoric 
Adv.  Lit. 

Preparatory 

Language 

5  subjects 

School 

Mathemat- 
ics 

El.  Algebra 
Adv.  Algebra 
Geometry 
Trigonometry 

Parent's  or 
Guardijm's  Name 

and  Address 

Physical 
Science 

Phys.  Geog. 

Physics 

Chemistry 

Date  of  Birth 

Biological 
Science 

4  subjects 

Race                   Frat 

History 

and  Social 

Science 

English 
G.  &R. 
M.  &M. 
Civics 
American 
Economics 

Remarks: 

Miscellaneous 

Date. 


Total, 
....Registrar 


Scholarship  Records  61 

Helpful  suggestions  from  scholarship  forms  include  these: 

Known  possibilities  and  alternatives  printed  on  blanks  to  be 
checked,  which  reduces  writing  and  the  difficulty  of  re- 
membering 

Instructions  and  explanation  of  keys  printed  on  forms,  which 
reduce  mistakes  and  trouble 

Provisions  for  summer  school  data — Lafayette 

Prizes  and  honors,  in  high  school  and  college — Heidelberg 

Special  action  and  notes — frequent 

Semester  months  and  reviews — Carnegie  Institute  (50) 

Withdrawal  record— Carnegie  Institute 

Entrance  conditions  with  conditions  in  course — Lafayette  (51) 

Heading  clear,  items  ruled — frequent 

Failures  summarized — Heidelberg 

Eight  elements  of  scholarship — Department  of  Architecture, 
University  of  Minnesota  (52) 

Recitation  grades  separated  from  examination  and  combined 
grade — Haverford  College 

Cumulative  record  each  term,  four  years  including  honor  -f- 
credits. 

Average  absences  excused  and  unexcused  are  given  by  Kan- 
sas Agricultural  College 

To  avoid  the  confusion  which  frequently  arises  from  changing 
the  numbers  of  courses,  Registrar  H.  M.  Tennant  of  Ore- 
gon State  Agricultural  College  proposed  to  the  American 
Association  of  Collegiate  Registrars  a  method  of  cata- 
logue numbering  by  which  a  given  course  will  always  bear 
the  same  number 


62 


Record  Aids   in   College  Management 


Form    50 — Part    of    scholarship   record — Carnegie    Insti- 
tute— Cumulative   record    card — lY^'xl'^, 


FIRST  YEAR 

IS 

-19                       COURSE 

1 

F,»ST  Si»tsrt» 

SuUCCTI 

""■KiL«!-rii,iH.'r. 

-, 

ID 

Form  50a — Part  of  scholarship  record — Carnegie  Institute 

k ; . 

D«Tt- 

.    C.rt.tc..,   R..,». 

AJmirifd   on    Ctrl, Kelt 

Vol„M«r,l.    W„t,d,r- 

Adm.nfdonCtrl..naE..im., 

A  — rd.d 

Adml.itd-.ik  Ad..  Sl.nd.n, 

Form  51 — Lafayette   College — Entrance   conditions   with   conditions   in 
course — 7x8  card 


PREPARATORY  SUBJECTS 
18  LISTED    6  BLANK 

ee 

i 

S 

»9 

CONDITIONS  IN  COURSE 

BATE  OF       II 

SOBJECT 

NO. 

OAM. 

M. 

ENTRANCE  CONDITIONS 

aiBitcr 

SEM6VE0 

Mk. 

"*"" 





--.- 

J 

Form  52 — University  of   Minnesota — 5x8 

STUDENT  RECORD  Year  ^  Semester... 

DEPARTMENT  OF  ARCHITECTURE        Course 

COLLEGE  OF  ENGINEERING  Instructor  ....„„ 


UNIVERSITY  OF  MINNESOTA 

.....^ 

^1^ 

a: 

< 

111 

Z 

>. 

u 

o 

NAME 

Ul 

> 

2 
■< 

< 

O 

>• 
t 

O 

UJ 

H 
Z 

— 

>• 

</5 

UJ 

> 

H 

m 
< 

D 

a 
z 

(J 

Z 

UJ 

H 
H 
< 

0£ 

< 
a. 

UJ 
K 
0. 

1- 
z 

Ul 

H 
< 

UJ 

D 
O 

/REMARKS 

••A"    EXCELLENT 
••P"    POOR 


Ommisiion  of  Mark*  will  be 

Understood  to  Mean  Satisfactory 

For  "Semester  Mark"  use  regular  UnJTersily  system 


Studying  How  Instructors  Grade 

The  apparent  definiteness  and  finality  of  the  letters  and  nu- 
merals which  make  up  students'  academic  records  do  not 
even  suggest  the  difficulties  involved  in  standardizing  the 
grading  by  college  faculties.  [One  faculty  was  using  183 
different  standards  in  1914] 

Some  colleges  follow  the  plan  of  preparing  charts  which  depict 
graphically,  without  indicating  names,  the  grading  habits 
of  the  different  instructors.  Such  charts  have  been  found 
helpful  in  revealing  and  to  some  extent  correcting  varia- 
tions in  practice.  As  a  basis  for  these  charts,  instructors 
are  asked  to  supply  statements  summarizing  the  grades 
given  to  students  in  each  course  (53,  54) 


Form  53 — Semester  grades  by  instructors — University  of  Minnesota 

[On  reverse  side  of  sheet  8'/^x9'4  calling  for  each  student's  work.  Careful 
instructions  are  given  on  half  of  reverse  as  to  alphabetical  arrangement,  separate 
lists  by  sexes,  dates  for  return,  etc,  No  instruction  as  to  meaning  of  grades 
A,  B,  C,  relative  count  of  class  work,  reading,  examinations,  etc] 

Lectures   and   Recitations 

Room Days Hours 

Bldg.  and  No.  M  T  W  Th  F  8,  9,  1 0.  etc. 

Laboratory,  Shop,  etc. 

Room Days Hours 

Number  of  this  section 

Total  number  of   students  registered  in  the  course 

Distributed  as  follows: 


College  Freshman      Sophomore        Junior  Senior         Special  Total 


Grand  Total 


Number   graded    A B C D E F I 

Number    cancelled    without    grade 

Number    cancelled    with   grade    of    F 

Approved     by 

Head    of    Department 
Date  on   which  this  report  is  sent   to  the   Registrar 19.  .  . 


[63] 


64  Record  Aids  in   College  Management 

Form  54 — Grades  given  by  instructors — Smith  College 
[7^x8^,   both  semesters] 

NAME DEPARTMENT 

COLLEGE  YEAR  J9I -J9I 

FIRST  SEMESTER 


COURSE 


B 


D  E        Unf.      Total 


Points  in  excess  of  credits  are  being  required  by  several  col- 
leges. That  is  one  must  have  credits  or  pass  marks  to  be 
allowed  to  stay.  Pass  marks  alone,  however,  are  not  con- 
sidered satisfactory.  A  degree  will  be  refused  unless  the 
greater  part  of  the  work  is  better  than  passed 

An  article,  "Thinking  on  the  third  rail"  by  David  Lambuth 
of  Dartmouth  in  The  Independent,  August  14,  1916,  de- 
scribes a  unique  plan  of  grading  adopted  for  an  elective 
course  in  English  composition  at  Dartmouth.  After  sub- 
stituting subject  matter  which  concerns  "the  present 
world  of  men  and  things"  for  the  old  "familiar  essays," 
"literary  re-appreciations"  and  "word  pictures,"  and  after 
calling  the  productions  "contributions"  instead  of 
"themes,"  the  problem  of  grading  was  taken  up.  The 
article  continues : 

.  .  .  The  college  marking  system  as  it  stands  is  based  on  a 
fiction.  Is  there  such  a  thing  as  a  composition  seventy-five 
percent  good?  Did  ever  an  editor  return  a  "not  quite  good 
enough"  contribution  with  a  check  for  three-quarters  of  the 
amount  he  would  have  paid  for  an  acceptable  article? 

The  answer  to  that  question  gave  us  the  clue.  Contributions 
were  accepted  if  the  subject  was  of  genuine  and  timely  inter- 
est and  the  handling  effective,  and  a  man's  grade  was  based 
on  the  number  of  acceptances.  All  other  contributions  were 
rejected  as  worthless;  figuratively  they  went  into  the  editorial 
waste  basket 

We  reserved  the  editor's  right  to  return  a  manuscript  for  re- 
vision, when  it  showed  promise;  but  gave  absolutely  no  credit 
for  any  article  unless  accepted 

As  proof  of  the  pudding  the  writer  states  that  the  number 
of  students  electing  the  course  increased  in  three  semes- 
ters from  twenty-two  to  over  one  hundred 


Student  Budgets  of  Expenses  and  Resources 

The  necessity  which  many  students  are  under  of  earning  all  or 
part  of  their  expenses  while  in  college  is  furnishing  an 
increasingly  difficult  problem  for  the  colleges — the  double 
problem  of  how  to  make  the  available  scholarship  funds 
and  employment  serve  adequately  a  growing  number  of 
self-supporting  students,  and  how  to  safeguard  these  stu- 
dents so  that  their  ambitions  will  not  undermine  their 
health 

Many  colleges  now  issue  warnings  to  prospective  students 
against  leaning  too  heavily  upon  the  possibility  of  earn- 
ing money  while  in  college  and  general  statements  are 
made  as  to  the  amount  necessary  to  see  a  student  through 
the  college  year.  Opinions  on  this  question,  however, 
are  apt  to  be  based  on  beliefs  rather  than  facts 

The  varying  opinion  expressed  as  to  the  desirability  of  com- 
bining wage  earning  with  college  work  suggests  the  need 
for  a  comprehensive  study  of  this  question 

The  view  is  frequently  expressed  that  the  self-supporting  stu- 
dent is  in  no  greater  danger  of  injuring  his  health  than  the 
student  with  a  too  liberal  income.  On  the  other  hand, 
almost  every  college  has  a  story  to  tell  of  self-supporting 
students  who  have  wrecked  their  health  as  a  result  of 
overstrain  or  insufficient  nourishment 

For  the  purpose  of  encouraging  students  to  come  to  the  uni- 
versity who  otherwise  might  think  that  they  had  not  suffi- 
cient means  the  University  of  California  has  published 
figures  showing  the  proportion  of  both  men  and  women 
students  who  are  wholly  or  partially  self-supporting.  The 
University  wrote  that  no  special  study  has  been  made 
of  the  effect  of  outside  work  upon  health  and  scholarship, 
but  that  it  is  known  to  affect  seriously  the  scholarship 
of  some  students  although  others  are  able  to  carry  a  full 
college  program  while  devoting  considerable  time  to  self- 
support 

Dean  Bailey  has  been  quoted  as  saying  that  as  a  rule  a  stu- 
dent does  better  college  work  if  he  stays  out  while  earn- 
ing money  to  pay  his  college  expenses  rather  than  try  to 
combine  college  work  with  wage  earning 

Columbia  takes  issue  with  Dean  Bailey,  contending  that  while 
his  point  may  be  well  taken,  the  delay  in  completing  the 
college  course  which  this  method  necessitates  is  often 
likely  to  prove  a  greater  handicaj)  to  a  student  than  work- 
ing two  to  four  hours  a  day  while  in  college 

[65] 


66  Record  Aids   in   College  Management 

Many  colleges  feel  that  students  earning  their  own  way  should 
take  five  or  even  six  years  to  complete  the  usual  four 
year  course 

Obviously  the  problem  is  one  which  should  be  met  for  each 
student  on  the  basis  of  three  sets  of  ascertainable  facts 

The  cost  of  adequate  living  in  the  college  community 

A  safe  ratio  to  be  fixed  for  each  student  in  the  light  of 
his  physical  condition  and  individual  needs  between 

Hours  of  college  work 

Hours  of  outside  work 

Hours  of  rest  and  recreation 

The  student's  available  resources 

Personal 

From  scholarship  funds 
From  assured  employment 
Cost  of  living  clearly  calls  for  local  study  such  as  Smith  and 
Yale  have  recently  made  of  student  expenses 

Smith's  students  helped  make  its  study  as  follows :  Accounts 
were  turned  in  monthly  on  a  special  form  (55)  which  con- 
sisted of  a  stub  to  be  retained  by  the  student  showing  a 
classified  summary  of  her  account  for  the  month,  and  a 
detailed  statement  to  be  turned  in  to  the  persons  making 
the  study.  At  the  beginning  of  the  study  each  student 
was  given  a  book  containing  a  sheet  for  each  month's  ac- 
count all  correspondingly  numbered.  Students  were  not 
asked  to  afifix  their  names  to  accounts.  Girls  who  held 
class  or  organization  offices  were  given  books  of  a  differ- 
ent color,  and  the  person  in  charge  had  a  record  of  the 
numbers  of  the  books  given  out  to  each  house.  By  this 
plan  it  was  possible  while  protecting  the  personal  afifairs 
of  the  individual  from  publicity  to  compare  in  general  the 
expenditures  of  girls  living  in  higher  priced  houses  with 
those  in  lower  priced,  and  of  office  holding  and  non-office 
holding  girls 

The  final  study  was  based  on  421  accounts.  A  much  larger 
number  would  have  been  available  had  it  not  been  that 
follow  up  work  was  not  pushed  vigorously  during  May 
and  June.  It  was  supposed  that  the  habit  of  keeping  ac- 
counts had  become  so  thoroughly  established  that  special 
urging  was  no  longer  needed.  The  result  was  that  many 
students  slumped  and  the  number  of  accounts  turned  in 
fell  al)out  one-half.  This  experience  is  cited  as  a  reminder 
to  colleges  which  may  undertake  similar  studies  that 
eternal  vigilance  is  the  price  of  full  returns 

Will  the  time  come  when  every  college  will  require  every  un- 
dergraduate student  and  every  professional  student  to  give 
evidence  of  complete,  accurate,  personal  cost  accounting 
and  budget  keeping? 


Student  Budgets  of  Expenses  and  Resources 


67 


Form  55"~Student  expenses— Smith 
September — October 

cooperative 

Sept.— Ocl 

Study,  8 'Ax] 
Class... 

No. 

[Student's  stub 
11  heads] 

[Total] 

DAY 

Tuition 

and 

Extra  Fees 

Board 
and 
Room 

TUITION  and  EXTRA 
FEES 

TOTAL 

Other  expense  headings  to  be  filled  out  day  by  day  and  returned,  and  to  be 
summarized  on  the  stub  retained  by  the  student,  were : 


Clothing 

Laundry 

Traveling 
Expenses 

HEALTH 

Extra  Food 
Recreation 
Hospitality 

Dues  and 
Subscriptions 

Books 
Stamps  and 
Stationery 

Church 
Charity 

Incidentals 

TOTALS 

The  mental  strain  which  comes  from  a  sense  of  financial  inse- 
curity is  a  vital  factor  not  always  reckoned  with  in  consid- 
ering the  matter  of  student  self-support.  Yale's  Bureau 
of  Appointments  is  making  an  effort  to  eliminate  this  un- 
certainty 

In  assisting  men  to  self-support  the  effort  was  made  to  plan  out 
carefully  with  each  student  his  financial  necessities  for  the 
year,  and  by  the  second  month  of  the  lirst  term  the  Bureau 
had  provided,  in  the  case  of  three-fourths  of  the  men  apply- 
ing, work  and  scholarship  funds  sufficient  to  make  their 
assets  for  the  year  equal  their  total  necessary  expenses. 
(President   Hadley's   Report,    1914-15,  p.    107) 

Columbia's  secretary  of  appointments  calls  attention  to  the 
importance  of  close  cooperation  between  that  department 
and  the  scholarship  committees: 

When  the  Secretary  of  Appointments  is  consulted  when  scholar- 
ships are  to  be  granted,  Columbia  will  be  working  out  its 
scholarship  awards  on  a  system  that  has  been  found  to  be 
of  immense  value  at  Yale  and  other  institutions 

It  would  seem  advantageous  also  that  the  Secretary  be  con- 
ferred with  from  time  to  time  regarding  applicants  for  loans, 
so  that  many  deserving  cases  might  be  more  expeditiously 
and  satisfactorily  dispatched 

Why  not  also  add  the  health  officer  to  scholarship  commit- 
tees? 


68  Record  Aids  in   College  Management 

The  Carnegie  Institute  of  Technology  wrote  of  its  corps  of 
field  workers  who  visit  all  students  not  living  at  home  for 
the  purpose  of  keeping  in  touch  with  their  needs  and  elim- 
inating conditions  of  serious  want : 

Sensitiveness  makes  field  work  at  times  extremely  difficult.  An 
intelligent  insight  into  the  real  conditions  governing  the  life 
and  needs  of  a  student  can  only  be  gotten  by  gaining  his  con- 
fidence. This  presupposes,  besides  personal  qualities  on  the 
part  of  the  field  worker,  a  close  association  which  can  only 
be  secured  by  frequent  visits 

No  forms  are  used  and  no  report  is  filed  for  this  kind  of  work, 
the  success  of  which  depends  largely  upon  the  assurance  felt 
by  the  student  that  his  confidences,  as  well  as  the  material 
help  which  may  ensue,  will  remain  a  secret  between  himself 
and  the  field  worker 

Would  an  increase  in  scholarship  funds  be  more  readily  se- 
cured if  concrete  need  were  shown,  based  upon  a  compre- 
hensive study  of  facts?  The  Carnegie  Foundation  holds 
that  where  colleges  have  made  a  clear  and  open  presenta- 
tion of  financial  facts,  they  are  able  to  obtain  adequate 
support  with  increasing  ease 

Here  is  an  opportunity  for  colleges  to  apply  to  the  study  of 
their  own  problems  resources  which  many  of  them  are 
lending  liberally  to  the  study  of  community  problems, 
and  an  opportunity  to  ward  off  the  criticism  of  a  practical 
world  which  quite  justly  draws  its  own  conclusions  when 
it  comes  upon  stich  pathetic  spectacles  as  that  presented 
by  two  underfed  college  students  whose  thesis  studies 
dealt  wnth  the  sociological  aspects  of  Salvation  Army 
Christmas  dinners 

Harvard  has  a  cumulative  record  of  financial  aids.  Such  a 
record  in  conjunction  with  a  record  of  repayments  and 
other  data  would  be  helpful  in  settling  questions  which 
are  more  and  more  coming  to  the  front  as  to  whether  and 
on  what  principles  scholarship  funds  and  loans  should  be 
administered 


Student  Budgets  c 

)/  £.1 

'penses  an 

d  Resources 

69 

Form    56 — Suggestive    personal    budget— Metropolitan    Life    Ins.    Co. 

WHAT  I  RECEIVED  AND  WHAT  I  SPENT. 

YEAR 

1 

2 

3 

4 

I     ■  — 
5 

6 

7 

We#k  of 

Total 

INCOME 

Eaminga 

Boarders  and  Lodgers 

Other 

Total  Income 

e 

EXPENSE 

Rent 

Taxes,  Interest,  Repairs 

Carfare 

s"! 

XT  3 

Heat— Coal,  Wood,  etc. 

Light— Electricity,  Gas,  etc. 

« 

Meat,  Fish 

Milk,  Eggs,  Butter,  Cheese 

Vegetables 

Groceries,  Flour,  Cereals,  Ice 

INSURANCE 

AND 
SAVINGS 

Insurance 

Savings 

Mortgage  Payments 

1 

Husband's 

Wife's 

Children's 

Laundry  and  Washing 

2 

Doctor,  Medicine 

Hospital  and  Dispensary 

FUfiNITME. 
be 

Furniture  and  Furuishings 

Dies, 

Presents, 
etc. 

Dues  —  I  Churches,  Lodges 
^^^      \  and  Societies 

Presents,  Charities 

g 

UJ 

Books,  Magazines,  Papers 

Tuition 

Vacation 

Amusements 

Spending  Money 

Other  Expenses 

Total  Expenses 

1              1 

70  Record  Aids   in   College  Management 


Time  Budgets  for  Students 

The  Carnegie  Institute  of  Technology  requires  that  every 
student  applying  to  the  Bureau  of  Recommendations  for 
work  must  be  examined  physically  and  a  report  made  to 
the  Bureau.  Thereafter,  if  a  student  is  placed  in  work 
taking  more  than  three  hours,  his  name  and  a  report  of 
the  nature  of  the  work  must  be  sent  to  the  Department 
of  Student  Health,  which  then  requires  the  student  to  re- 
port at  prescribed  intervals.  It  is  stated  that  "in  several 
cases  young  men  have  been  saved  from  injuring  their 
health  through  a  too  enthusiastic  zeal  in  self-support" 

On  the  card  used  by  the  bureau  is  space  for  a  condensed 
statement  of  the  physician's  report 

Dr.  Thos.  A.  Storey,  Physical  Director  of  the  College  of  the 
City  of  Xew  York,  has  just  proposed  (1916)  to  the  faculty 
a  resolution  requiring  each  student  to  give  up  three  hours 
a  week  to  recreation.  If  self-support  interferes  with  this, 
Dr.  Storey  hopes  that  students  will  be  required  to  take  a 
longer  time  for  their  college  course  because  he  believes 
that  this  amount  of  recreation  is  the  minimum  essential 
for  healthy  physical  and  mental  development 

The  amount  of  time  required  of  students  for  the  preparation 
of  work  in  different  courses  was  inquired  into  by  the 
Massachusetts  Agricultural  College.  The  study  was  un- 
dertaken because  of  numerous  complaints  coming  from 
students  that  the  credit  given  for  certain  courses  was  not 
commensurate  with  the  time  required.  The  items  (57) 
covering  time  outside  of  college  work  were  included  for 
their  general  interest  only,  but  they  are  suggestive  and  if 
accurately  reported  ought  to  reveal  some  interesting  facts 


Time  Budgets  for  Students 


71 


Form  57 — Massachusetts  Agricultural  College  [Sheet  8^  x  11] 

STATISTICS    OF    SOPHOMORE    WORK 
FIRST  SEMESTER,  1914-1915 


Furnished  in  January,   1915,  by  members  of  the  class  of  1917 


I  hereby  state  that  the  following  is  a  record,  made  as  accurately  as 
I  can  estimate  it,  of  the  number  of  hours  actually  spent  each  week  for 
the  purposes  specified : 


1.     In  college  studies  : 

Preparation 


Class  room 


Laboratory  or 
field  exercise 


Agronomy 


Physics 


Zoology 


English 


French  or 


German 


Mil.  Science 


Drill  or  Phys.  Ed. 


Chemistry  or 


Animal  Husbandry 
Totals 


2.  College  meetings  such  as  daily  and  Sunday  chapel,  assembly, 

etc.    ....... 

3.  Physical  exercise  other  than  drill  or  physical  education 

4.  Student    activities 

5.  Social  and  other  recreation 

6.  Fraternity 

7.  Sleep     . 

8.  Meals  and  other  personal 

9.  Reading,  not  required  by  instructors 
10.  Labor  for  earning  money 

♦Total         .  '  .  . 


Signed , 


Date 

*  The  total  number  of  hours  to  be  accounted  for  is  168 


72  Record  Aids   in   College  Management 


Facts  About  Graduates 

Thus  far  information  compiled  about  graduates  has  been 
mainly  for  use  in  class  histories  and  for  occasional  studies 
of  salaries  and  occupations  possessing  limited  interest 
and  value.  Little  has  been  done  to  collect  and  utilize 
systematically  data  which  might  be  secured  in  regard  to 
vocational  opportunities  or  to  sound  alumni  opinion  upon 
the  strength  and  weaknesses  of  college  policies  and  prac- 
tices 

The  women's  colleges  belonging  to  the  Association  of  Collegi- 
ate Alumnae  are  now  making  a  study  on  a  form  which 
in  addition  to  facts  regarding  marriage,  children,  college 
attended  by  children,  calls  for  facts  noted  in  Form  58 

Salary  curves  of  engineers  according  to  years  out  of  college 
are  published  by  University  of  Maine.  What  in  your  rec- 
ollection led  you  to  come  [here]  is  asked  by  Lake  Forest 

Yale  questions  for  alumni  directory  include  the  following: 

8.  Politics,  public  influence,  public  offices  held  with 

duties 

9.  Philanthropic  or  public  interests 

21,  Father's  education 

22.  Mother's  educational  career  or  special  interests 

35.     Class  reunions  attended 

38.     Wife's  personal  record     .     .     .     Any  special  in- 
terests or  activities 

41.  If  you  have  written  or  compiled  any  book,  con- 

tributed to  any  magazine  or  other  publication 
or  have  had  any  speech  published  please  give 
particulars  concerning  it,  including  title,  name 
of  publishers  or  publication  and  place  and  date 
of  issue 

42.  Please  write  here  a  narrative  account  of  your  life 

since  graduation  from  Yale  including 

travels,  recreation,  reading  and  special  interests 
and  include,  please,  mention  of  your  plans  and 
aims  as  well  as  of  your  accomplishments 


Facts  About  Graduates 


73 


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74  Record  Aids   in   College  Management 

Wisconsin  Alumni  Association  kee])s  its  files  up  to  date  by 
sending^  out  each  year  to  graduates  and  non-graduates  a 
card  for  corrections.  The  graduate  file  is  classified  ac- 
cording to  occupation,  geographical  location,  class  and 
degree,  as  well  as  al])habetically.  This  classification  is 
found  helpful  in  the  compilation  of  lists  and  in  connection  ' 
with  the  Alumni  Association  Employment  Bureait 

Smith  will  send  out  in  December,  1916,  a  questionnaire  ask- 
ing graduates  and  non-graduates  who  have  been  engaged 
in  work  other  than  teaching,  about  the  prospects  for  other 
women  in  such  work,  the  qualifications  needed,  help  re- 
ceived from  courses  taken  at  Smith,  and  new  courses  that 
would  be  helpftil 

Too  often  the  inquiries  sent  to  former  students  are  not  specific 
enoilgh  to  elicit  useful  comparative  information.  For 
example,  when  asked  to  "name  positions  of  trust  and 
honor"  what  should  be  included?  Again  when  asked  to 
state  college  course  found  most  helpful  in  one's  vocation 
should  not  the  answerer  be  requested  to  distinguish  be- 
tween different  elements  that  make  the  course  helpful, 
i.e.  instructor's  personality,  instructor's  method,  content 
of  course,  team  spirit  of  class,  collateral  reading,  recita- 
tion, etc? 

The  most  comprehensive  effort  to  secure  from  alumni  analyti- 
cal judgment  was  by  the  University  of  Wisconsin  Sur- 
vey and  later  by  the  official  Board  of  Visitors  of  that 
university.  Typical  of  survey  questions  are  those  repro- 
duced on  the  opposite  page.  Obviously  the  more  ele- 
ments the  question  is  broken  into  the  easier  it  is  for  the 
alumni  to  answer  specifically  and  discriminately 


Facts  About  Graduates  75 


Seeking  Helpful  Answers  from  Alumni 


Typical  of  questions  by  University  of  Wisconsin  survey  which  the 

alumni   executive  committee  asked   all  alumni  to  answer 

immediately  and   fully 


1.  Please  check  whether  in  general  you  would  prefer 

(a)  text  book  course 

(b)  lecture  course 

(c)  course  in  which  informal  discussion  by  instructor  and 

class  predominates 

2.  In  which  lecture  courses  taken  by  you  would  you  prefer  not  to 

have  lecture  courses  again? 

3.  What,  if  any,  difference  would  you  wish  made  in  the  amount 

and  character  of  lecture  work  for 

(e)  the  junior  and  senior  years? 

(f)  the  freshman  and  sophomore  years? 

4.  Note  books  on  lecture  courses 

(a)  Were  your  note  books  reviewed and  marked 

by  instructors ? 

(b)  Would  you  have  review  of  them  by  instructors  man- 

datory  or  optional ? 

(c)  Would  you  have  more or  less em- 

phasis than  in  your  day? 
(d)    Have  you  found  that  your  experience  in  taking  class- 
room  notes   has   helped   you  in  your  business  or 

profession    much little none ? 

(e)   Has  your  college  experience  in  taking  notes  on  read- 
ing helped  you  much little 

none ? 

5.  Would  you  advise  the  University  and  taxpayers  to  provide 

rooms  enough  so  that  afternoon  recitations  would  not  be 

necessary  for  any  undergraduates?    Yes no 

Juniors  and  seniors?     Yes no For 

freshmen  and  sophomores?    Yes no 

6.  Do  you  believe  that  the  difference  in  benefits  between  after- 

noon and  morning  recitations  is  so  slight  that  the  Univer- 
sity should  require  class  rooms  to  be  used  throughout  the 

afternoon,  rather  than  erect  new  buildings?    Yes 

no 

7.  Out  of  class  help  from  instructors 

(a)  Did  you  have  much  help little 

none from  instructors?    Please  cite  con- 
crete instances 

(b)  Also  cite  instances  of  instructors  with  whom  you  had 

no  helpful  contact  out  of  class 


Id  Record  Aids   in   College  Management 


Use  of  College  Space 

The  question  of  "wider  use  of  the  school  plant"  is  one  which 
no  longer  concerns  only  secondary  and  elementary 
schools.  Two  considerations  have  forced  it  upon  the  at- 
tention of  colleges  as  well : 

1.  The  frequent  difificulty  of  securing  funds  for  new 
buildings 

2.  The  question  whether  teaching  efficiency  may  be  bet- 
ter promoted  by  multiplying  buildings  or  by  increas- 
ing the  teaching  staff  to  permit  fuller  use  of  buildings 

The  issue  was  raised  by  the  University  of  Minnesota  in  its 
report  for  1913-14 : 

There  is  a  direct  connection  between  full  use  of  buildings  and 
the  size  of  the  instructional  force  .  .  .  For  example, 
large  laboratories  are  very  little  used  in  the  morning  and 
often  overcrowded  in  the  afternoon.  Just  the  reverse  is  true 
of  recitation  buildings.  A  larger  teaching  force  would  make 
it  possible  to  use  both  types  of  building  all  day.  This  would 
reduce  the  demand  for  new  buildings  and  would  increase  edu- 
cational efficiency 

The  debate  is  on.  Records  of  the  use  of  space  will  play  a  part 
in  the  decision.  And  whether  or  not  this  controversy 
is  vital  to  any  particular  college,  records  of  the  use  of 
space  are  still  needed  for  the  convenience  of  its  schedule 
committee 

Kansas  State  Agricultural  College  and  Minnesota  have  forms 
(59,  60)  for  showing  graphically  the  use  of  class  rooms 
and  laboratories 


Use  of  College  Space 


77 


Form  59 — Use  of   classrooms — 8^x11    card 

KANSAS  STATE  AGRICULTURAL  COLLEGE 


.BUILDINa. 


-Capacity  - 
Year. 


HOUB 
OF  D*V 

FALL  TERM 

WlMTER  TERM    SPRING  TERM 

M 

TU 

W 

Th 

F 

S 

1 

2 

i  A  M 
No.  Houns  Usco  Pik  Wkck^ 

(    p.  M 

3 

A 

5 

6 

7 

8 

Form   60 — Use    and    non-use    of    building— University    of    Minnesota — 
[sheet   8x25] 
• 

\ 

/?00/^ 

ay/i//fs 

y^oo  _    Q  oa 

S  "tp  ^s^J" 

A^  i/y  A^ 

T    TH    S 

^      T    TM  S 

1 
1 

M  /v  r 
^    T  m  s 

M    kV    r 
T    TH  5 

^  ^  ^  ^ 
r    r/f  s 

^       T    TH    S 

78 


Record  Aids   in   College  Management 


X'assar  publishes  a  table  which   shows  in  fractions  the  effi- 
ciency of  each  class  room  each  hour  (61) 


Form  61 — Building     efficiency — Vassar — Saturday     not     noted — [sheet 
7^x1754 — each   of   25   rooms,  each  hour,   each  day] 


^—-~^ =^==1^=^=^=^:==:^=^= 

No.  1 
Capacity  48 

(Latin) 

No.  4 

Capacity  40 

No.  5 
Capacity  27 

No.  6 
Capacity  26 

No.  7 
Capacity  32 

Monday 

1st  hr. 
2d     " 
3d     " 
4th   " 
6th   " 
6th   " 

Eng.      24 

Lat.       23 

Lat.       15 

Math.   25 

Lat.       23 

Eng.      22 

Lat.       23 

Lat.       22 

Math.     6 

Fr.         18 

Lat.       23 

Lat.       23 

Math.  27 

Ft.         23 

Lat.       24 

Lat.         6 

Lat.       23 

Math.   26 

Fr.        22 

Lat.         7 

Lat. 

To  several  other  colleges  the  Institute  for  Public  Service  re- 
cently suggested  the  helpfulness  of  a  graphic  showing  of 
(62)  both  non-use  and  partial  non-use  of  space  for  use  by 
room  committees,  administrative  officers,  surveyors  and 
auto  surveyors 

Taking  Vassar's  report  for  Room  No.  1,  all  days,  the  first 
graph  shows  partial  non-use  by  fractions  in  white  squares 
and  complete  non-use  by  black  squares.  The  second  graph 
aproximates  for  rooms  partially  used  the  capacity  not 
used,  leaving  the  fractions  to  express  the  capacity-use 

Reasonable  or  expected  use  of  rooms  at  Vassar  means  34 
periods  weekly 

The  student  hour  capacity  of  Room  Xo.  1  is  48  (capacity)  x  34 
(scheduled  hours  of  official  week)  =  1632  possible  stu- 
dent hours 

The  actual  use  for  class  purposes  is  confined  to  18  of  34  hours 
or  53%  of  scheduled  possible  hours 

The  actual  capacity  use  or  student  hour  use  is  414  student 
hours  or  a  trifle  less  than  25%  of  the  possible  student 
hours 

Will  such  facts  affect  the  size  and  use  of  rooms  in  future 
buildings? 


Use  of  College  Space 


79 


Form  62 — Two  methods  of  showing  non-use  (black)  and  partial  use 
(fraction)  of  room  No.  1  as  reported  by  Vassar  in 
table  above  quoted — chart  made  on  typewriter  by 
Institute    for  Public   Service 


Room  1 


Bui^lding  X         Capacity  48 


Room  1 


Bulld^nj^;X  Capacity  48     , 


MMMM 


Written  Agreements  With  Staff 

Good  business,  justice  to  aides,  consideration  for  possible  suc- 
cessors, and  their  own  personal  convenience  will  event- 
ually lead  executives  to  keep  a  systematic  record  of  all 
agreements  entered  into  with  staff  members 

This  record  should  include  appointments,  promotions,  resig- 
nations, salary  changes,  and  a  statement  of  agreements, 
special  arrangements,  promises,  etc 

President  Butterfield  of  Mass.  Agricultural  College,  has  out- 
lined a  method  of  notification  which  forms  a  good  start- 
ing point  for  such  a  record : 

To  my  mind  the  ideal  method  of  notification  would  be  a  written 
memorandum,  reciting  the  business  facts  of  the  engagement, 
accompanied  by  a  concise  written  statement  of  the  work  in- 
volved in  the  position.  It  might  take  the  form  of  a  resume 
of  prior  correspondence  and  interviews,  and  be  accompanied 
by  a  typewritten  or  printed  summary  of  any  rules  or  prac- 
tices in  vogue  in  the  institution  relative  to  tenure,  vacation, 
leaves  of  absence,  salary,  dismissals,  etc 

Smith  has  a  series  of  forms  for  notifying  persons  of  appoint- 
ment, reappointment,  (63)  changes  of  salary  and  promo- 
tions. Each  of  these  forms  is  in  sections  numbered  in 
triplicate.  One  is  kept  on  file  in  the  president's  office  as 
a  permanent  record,  the  second  notifies  the  treasurer, 
and  the  third  the  appointee 

Two  employment  memoranda  are  used  by  the  University  of 
Minnesota,  one  for  faculty  or  station  staff  (64),  the  other 
is  similar  for  miscellaneous  labor 

Those  who  have  tried  written  records  believe  that  they  both 
save  time  for  executives,  clerks  and  staff  and  prevent 
misunderstandings.     See  Pratt's  rules  (65) 


[81] 


82  Record  Aids   in   College  Management 


Form  63 — Reappointment     terms — Smith — 10^x6 — perforated     into     3 
cards 


fPresident's  record] 


Name 

Address 

Rank 

Department 
Reappointed 
Salary  .... 

Term    

Beginning   . 


[Treasurer's  record] 

SMITH   COLLEGE 

NORTHAMPTON,    MASSACHUSETTS 

OFFICE    OF    THE    PRESIDENT 


TO  THE  TREASURER:— 

This  is  to  inform  you  that 

had  been  reappointed 

in  the  Department  of 

for year      at  a  salary  of. 


19 


President 


[Staff  record] 
Confidential 


SMITH   COLLEGE 

NORTHAMPTON,    MASSACHUSETTS 

OFFICE    OF   THE    PRESIDENT 


19 


At  a  meeting  of  the  Board  of  Trustees  of  Smith  College  held 

19     ,  you  were  reappointed 

in  the  Department  of 

for at  a  salary  of  $ per  annum, 

beginning 19 

Secretary  of  the  Board 


Written  Agreements  With  Staff  83 

Form  64 — University  of  Minnesota 

Date 

Employment  Memorandum  for  Faculty  or  Station  Staff 

Division 

Name 

Address 

Time  of  appointment — From to 

Salary 

Pay  roll  item  No. 

Fund  name 

(  College  Title  Rank 

Position        (  School  "  " 

(  Station  "  " 

Nature  of  work  (Give  full  statement  of  subjects  to  be  taught,  num- 
ber of  classes,  projects  to  be  worked  on,  etc) 

Reason  for  making  appointment 

Education 

Experience 

Graduate  work  to  be  undertaken 

Explanation : 

(Attach  copies  of  letters  of  recommendation) 

Chief  or  Chairman  of  Division 
Principal  of  School 

Approved : 

Dean  and  Director  Date 

Approved : 

President  Date 

Approved : 

Board  of  Regents  Date 


84  Record  Aids  in   College  Management 


Form  65 — Sheet  folded  5^  x  8Y2 — Transmitted  with  signed  letter 
from  trustees — to  be  signed  and  returned.  Second  half  contain* 
form  notice  by  trustees  and  form  acceptance  by  faculty  members 

PRATT  INSTITUTE 

BROOKLYN,  N.  Y. 


GENERAL  RULES  FOR  INSTRUCTORS 

I.  RESPONSIBILITY :  All  instructors  are  expected  to  give  their 
full  time  (unless  otherwise  arranged  under  paragraph  V  of  these  rules) 
and  strength,  energy,  and  interest  to  the  work  of  the  Institute.  They 
are  held  responsible  for  the  success  and  general  standing  of  the  definite 
work  to  which  they  are  assigned,  and  are  expected  also  to  co-operate  in 
every  way  with  the  other  instructors  in  their  school  for  the  good  of  the 
work  as  a  whole. 

They  are  to  be  available  for  any  committee  work  to  which  they 
may  be  appointed,  or  for  any  work  in  connection  with  the  social  life  or 
activities  at  the  Institute.  Such  work  is  often  considered  of  as  much 
importance  and  value  as  the  regular  work  in  the  classroom. 

They  are  expected  to  care  for  their  health  and  to  take  such 
recreation  as  is  necessary  for  its  preservation. 

II.  TIME  AND  NATURE  OE  SERVICE,  (a)  All  instructors 
are  engaged,  unless  otherwise  specified,  for  the  whole  year,  and  may  be 
called  upon  at  any  time  during  the  vacations.  They  are  expected  to  be 
present,  prepared  for  work,  at  least  one  week  before  the  classes  open  in 
the  fall,  and  to  continue  as  long  after  the  close  of  each  term  or  year  as 
may  be  necessary  properly  to  complete  the  work  of  that  term  or  year 
and  to  prepare  for  the  term  or  year  following. 

(b)  They  are  expected  to  teach  not  less  than  twenty  Iiours  a  week 
of  classroom  work.  In  case  less  outside  preparation  is  required  from  an 
instructor  than  it  is  usual  to  expect  for  classroom  instruction,  he  will  be 
expected  to   teach  a   correspondingly  greater  number  of  hours. 

(c)  No  instructor  giving  full  time  to  the  Institute  is  permitted  to 
engage  in  any  other  teaching,  unless  by  special  agreement  of  the  Trustees. 

(d)  All  full-time  instructors  must  hold  themselves  in  readiness  to 
teach  in  the  evening  classes  of  their  school,  in  case  such  an  assignment  is 
made  them. 

(e)  The  salaries  of  instructors  will  be  paid  in  ten  instalbnents,  one 
on  the  first  of  each  month,  from  October  to  July  inclusive. 

III.  SUBSTITUTES:  In  case  of  absence  for  sickness  or  any  un- 
avoidable cause,  the  Institute  agrees  to  pay  the  instructor  full  salary  for  a 
period  of  one  month,  but  with  the  understanding  that  the  instructor  shall, 
if  required,  provide  a  substitute  who  is  satisfactory  to  the  director  of  his 
school,  hi  case  of  an  absence  of  more  than  a  month,  the  Institute  may 
withhold  all  further  salary  of  the  instructor  during  the  period  of  such 
absence. 

IV.  RULES  EOR  ALL  DEPARTMENTS:  Additional  rules  may 
be  made  by  any  director  for  his  own  school  with  the  approval  of  the 
Secretary  of  the  Institute,  which  rules  shall  have  the  force  of  the  fore- 
going. 

V.  The  Secretary  of  the  Institute  7nay  arrange  in  writing  with  an 
instructor  for  less  than  full  time  service,  and  in  such  case,  the  Secretary 
may  sanction  less  than  twenty  hours  a  week  of  classroom  work  and  permit 
the  instructor  to  engage  in  other  teachings. 


"Teaching  Load"  of  Faculty 

Quantity  of  instruction  given,  i.  e.  number  of  students  reached, 
is  called  for  by  many  colleges 

One  of  the  most  compact  forms  is  from  the  University  of 
Idaho  (66) 

Minnesota's  sheet  (67)  shows  the  quick  evolution  from  sum- 
mary to  classified  detail.  The  reverse  side's  instructions 
are  a  word  to  the  wise  administrator  who  wants  to  make 
record  filing  easy  and  accurate 

President  R.  M.  Hughes'  recent  reports  for  Miami  give  help- 
ful summaries  by  departments  showing  the  average  teach- 
ing load  in  which  laboratory  and  classroom  hours  are  re- 
duced to  common  equivalents  i.  e.  student  credit  hours. 
How  many  lab  hours  =:  1  class-room  hour  is  not  shown 

No  form  sent  to  us  calls  for  time  given  to  consultations  with 
students  at  office,  in  classroom,  at  home — during  office  or 
study  hours.  Nor  have  any  called  for  time  given  to  fac- 
ulty preparation,  reading  student  papers,  faculty  research, 
professional  reading,  informal  faculty  consultations  or 
inter-school  conferences  bearing  directly  upon  the  work 
as  instructor  for  which  the  faculty  member  is  paid 

A  separation  of  required  from  elective  student  hours  was  not 
provided  for  on  any  blank,  either  by  separate  column  or 
by  distinguishing  mark 


Form  66,   face — University    of    Idaho — 4x6   card 

Instructor 

Office  Hours         Men.                         Tues. 

Wed. 

Thur.                       Fri. 

Sat. 

Building 

Residence  Address                           street  and  number 

Residence  Telephone  Number 

If  Rooming,  Name  of  People  Where  You  Room 

Member  of  What  Church  or  Congregation 

Church   Officer  or   Teacher 

(Over) 

Form  66,  reverse 


SUBJECT 

E 

=-:o"' 

cT" 

'Til' 

(-UI..  ..;) 

Oictk  Class  and  Laboratory  Day? 

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AVERAGE    OF    »LL    CLASSES  (  O.v 

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r_jL. 

.SIC,  o.  «i-T,oN. ;  ^ 

NO     OF    STUDENTS    IN    LARGEST    RECITATION    SECTION 

NO      OF    STUDENTS    IN    LARGEST    LAOCRATORY    SECTION 

RECiTATlOn    QB    LECTURE   OSLY 

[S5] 


86 


Record  Aids  in  College  Management 


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'Teaching  Load"   of  Faculty  87 


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Record  Aids  in   College  Management 


Extra-Teaching  Time  Distribution 

As  "student  hours"  almost  always  understate  hours  in  instruc- 
tional relation  to  students,  so  with  few  exceptions,  hours 
given  directly  to  instruction  understate  hours  given  to 
college  work 

Extra-teaching  activities  of  faculty  members  not  infrequently 
determine  promotion  and  materially  affect  sometimes 
spuriously  instructor  reputation  and  success 

Few  colleges  can  afford  to  select  instructors  with  sole  refer- 
ence to  instructional  ability.  Successful  teaching  requires 
team  spirit  and  team  work.  A  faculty  of  star  performers 
unwilling  to  confer  and  work  on  committees  and  promote 
the  social  life  of  the  college  community  is  everywhere 
considered  as  yet  an  unworkable  combination 

Largely  because  time  records  have  thus  far  been  talked  about 
as  devices  for  regulating  research,  as  proving  an  alleged 
too-few-hour-working-week,  faculties  are  up  in  arms  the 
minute  time  distribution  records  are  suggested 

A  few  sprigs  of  effort  to  record  extra  teaching  costs  in  time 
come  to  us 

A  professional  history  card  used  by  the  University  of  Minne- 
sota cumulates  the  teaching  and  field  experience  of  faculty 
It  (68)  would  be  easier  to  use  if  the  points  w^ere  re- 
arranged to  allow  more  space  for  the  expansion  of  certain 
sections,  such  as  honors,  research,  administration 

It  is  suggested  that  items  which  are  not  subject  to  change  be 
grouped  at  the  top  of  the  card  and 'that  the  remaining 
space  be  divided  to  allow  for  a  clear,  consecutive  record 
of  items  which  may  change  from  year  to  year 

President  Burton  of  Smith  has  two  card  indexes  which  are 
useful  in  making  up  committees  and  for  reference  pur- 
poses. One  index  contains  a  card  for  each  committee  on 
which  the  membership  of  the  committees  for  each  year  is 
shown ;  the  second  contains  a  card  for  each  instructor 
showing  the  names  of  committees  on  which  he  served 
each  year.  For  these  indexes  plain  stock  cards,  5x8 
inches  are  used,  and  are  ruled  off  in  columns  of  convenient 
width 

The  Massachusetts  Agricultural  College  requires  reports  (69) 
of  absence,  with  reason  and  the  name  of  the  substitute; 
an  attendance  report  is  also  required  of  the  clerical  staff. 
Jamestown  College  requires  a  monthly  report  (70)  of 
absence  and  tardiness  and  of  committee  work  combined 
with  report  of  teaching  load  and  student  tardiness  and 
absence.  Kansas  State  Agricultural  College  compiles  a 
summary  (71)  of  the  different  kinds  of  clerical  work  done 
by  each  department 


Extra-Teaching  Time  Distribution  89 

Form  68 — Individual    instructor  record — University   of   Minnesota 
[Card  8J/2   x    11,  two  sides — here  set  solid   for  one  page] 

Name  (in  full)    Address 

Place  of  Birth Date     

Preparation  for  College 

"Undergraduate    Work Degree  Date 

Graduate    Work    Degrees    Dates 

Academic   Record   at   Other  Institutions 

Experience  and  Special  Training  other  than  teaching 

Date  of  appointment  and  original  rank  at  Minnesota 

Promotions  in  rank  with  dates 

Original    Salary    Increases    with    dates 

Administrative  position    Extra    Allowance    

No.  of  hours  per  week  (1911-12) (Lecture    .  . .  .Lab Office  . . .  .) 

Special   arrangements  for   absence 

Record  of  Sabbatical  years 

Promises,  assurances  of  promotion  or  salary  increases 

Honors:  Membership  and  Offices  in  professional  and  learned  societies,  etc 


Research:   Most  important  contributions 

Scientific  Books 

Chief  Work  in  Progress  (1911-12) 


(Over) 


Administration: 

Committees   (1911-12)    

Chairmanships    

Official  Positions  

Reputation  for  thoroughness  and  efficiency  . 

Extension  Work  

Extra — University   Activities:    Lectures 

Civic  Service    

Teaching:     Special   Aptitudes    

Kind  of  students  attracted 

High  or  Low  Marker 

Reputation  for  teaching:     Among  students 

With  faculty   .  . 

General  Remarks: 


90 


Record  Aids   in    College  Management 


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91 


Form    70 — Monthly    time    report,    Jamestown    College — 7^x9^^    sheet 
both  sides,  holes  for  filing 


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[Over] 


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Reasons 


Summary  of  teacher's  committee  work 


Remarks,  recommendations  and  requests 


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Teacher 


92 


Record  Aids  in   College  Management 


Form  71 — Clerical  time  record — 8^x11    sheet 

KANSAS  STATE  AGRICULTURAL  COLLEGE 


Division  of Department  of . 

Clerical  Duties  of 


KIND  OF  CLERICAL  WORK 

Taking  dictation  and  transcribing  notes 

Typing  manuscript 

Mimeograph  and  other  duplicator  work 

Student  records  and  reports 

Filing  letters,  reports,  index  cards,  etc 

Department  accounts,  requisitions,  vouchers,  and  inven- 


Average 
No.  hours 
per  week 


tories 


Care  of  time  checks,  job  cards,  and  payrolls .  .  . 
Care  and  sale  of  laboratory  or  other  supplies.  . 

Preparing  orders  and  lists  for  quotations 

Checking  bills  and  goods 

Reading  quiz  papers 

Records  of  experiment  and  research 

Making  computations,  tabulating  results,  etc.. 

Indexing  records   

Telephone  and  messenger  work 


CLASSIFY  AND  ESTIMATE  OTHER  CLERICAL  WORK 

BELOW 


Estimated  number  of  individual  letters  written  per  annum , 
Estimated  number  of  circular  letters  written  per  annum .  . 


Extra-Teaching  Time  Distribution  93 

Adequate  accounting  systems  will  call  for  daily  recording  of 
job  time  to  show  job  cost  so  that  time  distribution  will  be 
taken  from  accounting  summaries  furnished  by  book- 
keepers rather  than  by  clerical  workers 

Faculty  desire  for  equitable  distribution  of  teaching  and  extra 
teaching  loads  will  lead  to  records — made  compulsory 
by  faculty  opinion,  not  by  administrative  order — like 
that  (72)  suggested  in  Self  Surveys  by  Teacher  Training 
Schools  (Allen  and  Pearse) 

A  similar  record — (estimates) — was  obtained  by  Wisconsin 
Normal  and  University  surveys 

Not  estimates  or  approximations,  but  accurate  statements  for 
admittedly  typical  periods  will  be  demanded,  plus  pro- 
vision for  showing  additional  seasonal  demands  as  during 
registration  or  examination  weeks 

Toledo  University's  faculty  fills  out  daily  a  time  sheet  which 
classifies  the  time  under  five  general  headings 

From  President  A.  M.  Stowe's  oral  description  we  submit  a 
form  showing  how  the  results  of  the  distribution  are  finally 
summarized  not  in  number  of  hours  but  in  percentage  of 
total  hours.  The  instructor  actually  fills  in  the  number  of 
hours  each  day  for  two  weeks  and  then  sends  it  to  the 
president.  The  number  of  hours  is  treated  confidentially. 
The  percentage  distribution  is  an  official  record  that  is  used 
by  administrative  officers  and  faculty  when  considering  dis- 
tribution of  university  energy.    The  form  was  not  sent  to  us 

Kind  of  Work  Percentage  of 

Total.  Time 

1.  Instruction 

2.  Research  for  Instruction 

3.  Administration 

4.  Extension 

5.  Public,  i.e.,  Municipal   Service 

a — Research 

b — Administration 


94  Record  Aids   in   College  Management 


Form  72 — Faculty  time  distribution — suggested  record   from    Self-Sur- 
veys  by  Teacher  Training  Schools — Allen  and  Pearse 

Time  Required  by  and  given  to  College  Duties 
by  Faculty  Members 


SUN.  MON.         TUES.         WED.         THURS.         FRl.  SAT.  TOTAL 

Hrs  J4's    Hrs  'A's    Hrs  'A's    Hrs  ^'s    Hrs  ^'s    Hrs  54's    Hrs  %'s     Hrs  ^^'s 


1.  Classroom   teaching 
a-By   lecture 

b-By    text  book 
c-By  quiz  on  reading 
or  lecture 

2.  Laboratory    teaching 

3.  Field  work  teaching 

4.  Supervision  of  teach- 

ing 
a-By  faculty  members 
b-By  students 

5.  Conference   with   fac- 

ulty 

a-Within      own      de- 
partment 

b-With   other  depts 

6.  Study  room 

7.  Individual   conference 

with  students 
a-At      regular      office 

hour 
b-At    home     or     after 

class 

8.  Reviewing      students' 

papers 

9.  Preparing     for     class 

work 

10.  Total   on  instruction 

11.  Clerical  work 

12.  Playground    or    ath- 

letics 

13.  House  duty,  chaper- 

onage 

14.  Faculty    meetings 

15.  Administration 

16.  Regular    committees 

17.  Church  or  chapel 

18.  Special     assignments 

19.  Total      non-instruc- 

tional duties 

20.  Professional   reading 

21.  Graduate  work 

22.  Literary  work 

23.  Community  work 

24.  Private  tutoring 

25.  Recreation 

26.  Other  free  time 

27.  Total  personal 

28.  Grand    Total 


Budget  Making  for  Higher  Education 

The  practice  of  budgeting  resources  and  expenses  is  steadily 
gaining  favor  in  colleges.  Institutions  which  have 
adopted  it  report  that  it  is  a  time  saver,  that  it  increases 
departmental  efficiency  and  makes  for  better  feeling  be- 
tween the  executives  and  members  of  the  stafif 

President  Burton  says  of  the  budget  plan  introduced  at  Smith, 
that  "it  works" ;  that  before  he  adopted  it  a  large  propor- 
tion of  his  time  was  taken  up  in  approving  allowances  for 
petty  items  such  as  spoons  and  books  and  beakers ;  that 
now  when  the  entire  necessities  for  the  year  are  incorpor- 
ated in  the  annual  budget  and  approved  once  for  all,  addi- 
tional requests  during  the  year  are  rare;  that  one  of  the 
best  results  is  the  faculty  response ;  that  when  their 
wishes  are  consulted  faculty  members  take  a  keener  in- 
terest in  working  out  their  plans  carefully  with  the  result 
that  the  departments  are  administered  in  a  more  busi- 
nesslike and  satisfactory  way 

For  universities  with  a  large  amount  of  business  in  different 
colleges  and  activities  the  budget  methods  employed  by 
Idaho,  Illinois,  Kansas,  Minnesota  and  Wisconsin,  in- 
cluding the  latter's  printed,  detailed  explanations  will  be 
helpful  and  may  be  obtained  by  application  to  these  insti- 
tutions 

The  Smith  plan  can  easily  be  adopted  by  any  college.     Six 

sheets,  83^   x  11,  stapled,  are  sent  to  each   department, 
asking  only  for  changes  recommended  (73-78) 

Ample  space  is  provided  for  explanations  although  supporting 
facts  are  not  specifically  called  for 

Administrative  offices  (having  distinctive  color)  fill  out  for 
stafif  (79)  equipment  (80)  and  office  expenses  (81) 

The  librarian  states  on  a  special  sheet  (82)  what  she  considers 
a  proper  allowance  for  books  and  magazines  for  each  de- 
partment, usually  after  consultation  with  department 
heads 


[95] 


96  Record  Aids  in   College  Management 


Forms    73-78 — Budget    estimate    blanks — departments — Smith 

Separate  sheets  8J2XII  for  each  item— to  be  filled  out  in  quadruplicate 

PRESENT  STAFF 

Upon  this  page  should  be  recorded  any  recommendations  con- 
cerning either  the  saiory  or  the  academic  ranking  of  any  mem- 
bers of  the  present  staff 


ADDITIONAL  TEACHER 

The  need,  if  any,  for  an  additional  teacher  should  be  indi- 
cated here  by  outlining  any  proposed  plans  for  new  courses  and 
by  stating  in  tabular  form  the  number  of  students  in  the  various 
courses  (or  sections)  and  the  number  of  hours  per  week  taught 
by  each  member  of  the  present  staff.  The  academic  ranking  of 
the  new  teacher  should  be  suggested 


LECTURES 

If  possible,  indicate  the  name  and  address  of  the  lecturer,  the 
number  of  lectures  desired,  and  the  honorarium  proposed 


EQUIPMENT 

Distinguish  clearly  between  equipment  and  departmental 
expenses.  Equipment  includes  furniture,  maps,  charts,  slides, 
apparatus  and  illustrative  material  of  all  kinds  except  books  and 
magazines.  Any  desired  alterations  of  buildings  should  be  out- 
lined here 


BOOKS  AND  MAGAZINES 

Indicate  the  amount  recommended  for  the  purchase  of  books 
and  magazines.  The  appropriation  is  expended  through  the 
Library 


DEPARTMENTAL  EXPENSES 

Upon  this  page  should  be  indicated  ALL  proposed  expendi- 
tures not  included  in  other  recommendations 


Budget  Making  for  Higher  Education 


97 


Forms  79,  80,  81 — Office  budget  estimates — Smith — 8  x  11 

STAFF 

Recommendations  concerning  the  salary  of  the  members  of 
the  staff  should  be  recorded  upon  this  page.  If  there  is  need 
of  additional  service  it  should  be  indicated  here 


EQUIPMENT 

Distinguish  clearly  between  equipment  and  office  expenses. 
Equipment  includes  furniture,  typewriters,  office  furnishings,  etc 
Any  desired  alterations  of  rooms  or  buildings  should  be  suggested 
here 


OFFICE  EXPENSES 

Upon  this  page  should  be  indicated  all  proposed  expenditures 
not  included  in  other  recommendations.  Office  expenses  include 
telephone,  telegraph,  stationery,  postage  and  all  supplies.  They 
do  not  include  the  official  publications  of  the  college  which  are 
charged  to  "General  Expenses  " 


Form  82 — Librarian's  estimate  for  departments — Smith — 85^x6]E/2 

BOOKS  AND  MAGAZINES 

The  Librarian  is  asked  to  indicate  in  the  second  column  the 
amount  needed,  in  her  judgment,  by  the  Library  and  by  the 
several  departments  for  the  purchase  of  books  and  magazines 


Present 

Recommended  Requested  by          Budget 

Voted  by 

DEPARTMENT 

Budget 

by  Librarian     Department 

Recommendation 

Trustees 

LIBEARY 

1. 

Art 

7. 

Education 

14. 

Hygiene    and    Physical 
Education 

18. 

Music 

21. 

Spanish 

22. 

Spoken   English 

98  Record  Aids  in   College  Management 

The  filled  out  blanks  are  returned  to  the  president  by  each 
department,  stapled  together,  with  a  certificate  showing 
clearly  for  what  office,  by  whose  responsibility  it  comes 
(83) 

After  reviewing  these  estimates,  the  president  fills  out  for 
consideration  by  trustees,  a  summary  sheet  for  each  de- 
partment (84)  and  a  detailed  salary  sheet  (85)  giving 
present  and  proposed  salaries  for  each  instructor  with 
totals 


Form  83 — Signed  departmental  certificate — Smith — 8 

X    11 

BUDGET 

RECOMMENDATIONS  FOR  THE  YEAR  JULY  1ST, 

191 

—191 

BY 

THE  DEPARTMENT   OF    

Filled  out  by 

Date 

(It  is  necessary  that  the  recommendations  of  the  depart- 
ment be  filed  with  the  President  not  later  than  February  1 ) 

Budget  Making  for  Higher  Education 


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Budget  Making  for  Higher  Education  101 

Kansas  State  Agricultural  College  uses  similar  budget  sheets 
for  salaries 

For  equipment  and  current  expenses,  improvements  and 
repairs,  dean's  recommendations,  a  separate  column  is 
provided  (86) 

Supporting  reasons  or  arguments — briefs —  are  required  (87) 

The  board  of  administration's  final  vote  with  remarks  is 
permanently  recorded  on  an  accounting  record  giving  the 
department's  request  and  recommendations  by  dean  and 
president 

Where  department  chairmen  are  agents  of  the  department 
rather  than  of  the  president,  dean  or  trustees  (as  at  Wis- 
consin) the  certificates  should  show  that  the  department 
has  made  the  estimates.  Why  should  not  departments 
as  a  whole  be  consulted  everywhere? 

The  "project  plan"  (88)  in  use  at  Massachusetts  Agricultural 
College  is  the  budget  idea  worked  out  in  detail  for  all 
undertakings  that  require  the  president's  approval 
whether  or  not  they  involve  additional  expense 

To  make  approved  project  plans  effective  fof  what  is  called 
administrative  and  accounting  "control"  final  costs  must 
be  compared  with — and  kept  within — estimated  costs. 
President  Butterfield  plans  such  follow-up  comparative 
controlling  records  for  M.  A.  C.  projects 

All  budget  authorization  should  be  the  constant  base  of  com- 
parison with  current  expenses,  so  that  administrators  can 
see  at  a  glance  whether  the  budget  is  being  lived  within 
or  exceeded 


102 


Record  Aids  in   College  Management 


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106  Record  Aids  in   College  Management 


Supervision  of  Student  Organizations 

Colleges  are  beginning-  to  maintain  supervision  over  student 
activities  to  the  extent  of  seeing  that  social  proprieties 
are  observed  and  that  student  organizations  do  not  fall 
into  disrepute  due  to  careless  or  dishonest  financial  man- 
agement or  careless  social  management 

Supervision  of  student  activities  is  a  logical  complement  to  en- 
couragement of  them  as  shown  by  requiring  students 
registering  to  state  the  extra  curricula  activities  in  which 
they  prefer  to  engage,  e.  g.,  Oberlin  and  Carnegie  Insti- 
tute; by  urging  students  to  join  student  organizations; 
by  putting  a  premium  on  leadership  in  student  activities; 
by  offering  sites  on  college  property  for  student  houses, 
e.  g.,  Northwestern ;  by  building  unions  and  club  houses 
with  meeting  rooms  for  student  agencies ;  by  standing 
committees  of  the  faculty,  special  investigations,  etc 

Social  functions  must  be  registered  in  advance.  University 
of  Minnesota  requires  dates,  hours,  nature  and  purpose 
of  function,  chaperones,  etc  (89) 


Form  89 — University   of  Minnesota — 8^x11    sheet 

Registration  of  Social  Functions 

by  the 

Student  Organization  Committee 

Organization 

Date  and  hour  of  function 

Building  and  room 

Nature  and  purpose  of  function 

Admission 

Chaperones 

Members  of  the  social  committee 

Signature  of  the  applicant 

Action  of  the  Stud.  Org.  Com. 


Supervision  of  Student  Organizations  107 

A  point  system  worked  out  at  Cornell  by  the  Women's  Stu- 
dent Government  Association  is  described  in  detail  in  the 
Cornell  Women's  Review,  May,  1916.  It  aims  to  curb 
undue  social  ambitions,  to  safeguard  the  health  and 
scholarship  of  students,  and  to  provide  for  a  fair  distribu- 
tion of  offices.  The  various  offices  are  rated,  according  to 
the  time  which  they  require,  i.  e.  presidency  counts  10 
(Agricultural  Associations)  to  12  (Social  Science  Club) 
to  15  (Sports  and  Pastimes)  to  20  (Student  Government 
Association.)  A  student  may  not  hold  at  one  time  offices 
aggregating  more  than  20  points  without  special  permis- 
sion 

Miami  published  for  1915  a  pamphlet  of  99  pages  descriptive 
of  student  activities  including  the  report  of  graduate 
managers  and  student  managers.  For  each  society  there 
is  a  table  giving  receipts,  disbursement  summary  and 
itemized  disbursements.  For  most  of  the  agencies  there 
is  a  comparative  report  for  four  years.  Some  of  them 
give  lists  of  totals  of  pledges  unpaid.  A  summary  of 
receipts  and  disbursements,  balances  or  deficits  for  three 
years  is  at  the  beginning  of  the  book 

Four  pages  are  given  to  "Instructions  to  Treasurers  and 
Managers  of  Student  Organizations"  here  digested  (90) 

In  addition  to  supplying  a  safeguard,  supervised  accounting 
is  felt  to  give  valuable  training  in  business  methods  to 
officers  of  student  organizations — Indiana  and  Miami 


108  Record  Aids  in   College  Management 


Form  90 — Miami    University 

Instructions  to  Treasurers  and  Managers  of  Student 
Organizations 

1 — Before  assuming  duties,  make  a  budget  (which  must  be  made 
out  with  the  graduate  manager)  covering  anticipated 
receipts  and  expenditures 

2 — Treasurers  and  managers  must  not  exceed  budget  authoriza- 
tions without  the  approval  of  the  graduate  manager 

3 — Only  uniform  official  forms  may  be  used  as  furnished  at 
cost  by  the  university 

4 — ^All  money  received  must  be  deposited  at  least  once  a  week 
with  the  university  cashier 

5 — All  bills  must  be  paid  by  check 

6 — No  money  may  be  accepted  without  giving  a  receipt;  receipts 
being  consecutively  numbered  and  calling  for  the  sig- 
nature of  person  authorized  to  receive  money 

7 — Official  form  must  be  used,  and  billed  in  duplicate,  in  order- 
ing supplies;  individual  members  and  officers,  other 
than  treasurer  and  managers  may  not  incur  bills  with- 
out their  signed  order;  a  duplicate  record  of  all  orders 
must  be  kept 

8 — Payments  may  not  be  made  except  on  presentation  of  item- 
ized bills  and  then  only  on  the  official  voucher  check 

9 — Payment  for  traveling  expenses  can  be  made  only  on  pre- 
sentation of  sub-vouchers  signed  by  ticket  agents,  hotel 
clerks,  etc,  and  only  after  approval  by  the  graduate 
manager 

10 — Checks  are  entered  on  a  record  of  cash  disbursements 

11 — A  ledger  account  must  be  kept  with  each  member  of  the 
organization 

12 — Bills  are  to  be  sent  to  members  on  official  form 

13 — Managers  and  treasurers  must  keep  the  accounts  as  no  bills 
for  extra  clerical  work  will  be  approved 

14 — All  accounts  must  be  kept  neatly  and  accurately 

15 — Treasurers  are  advised  to  keep  organization  funds  entirely 
separate  from  personal  funds  and  at  no  time  to  borrow 
organization  funds  for  personal  use 


Appointment  Bureau  Records 

When  records  of  scholarship,  personahty,  character,  health 
and  interests  are  kept  throughout  the  college  course,  they 
may  easily  be  correlated  by  appointment  bureaus  for  use 
in  fitting  candidates  to  positions.  Thus  far  however, 
these  bureaus  for  the  most  part  attempt  to  collect  this 
information  independently,  hurriedly  and  tardily  after 
students  begin  to  cast  about  for  after-graduation  o^ppor- 
tunities  toward  the  end  of  the  senior  year 

Vassar's  appointment  bureau  has  recently  adopted  four  dis- 
tinctively colored  cards  of  convenient  size  (5  x  8)  for 
quick  and  easy  handling  of  the  following  information  well 
organized  for  reference : 

1.  The  complete  undergraduate  record  and  practical  ex- 

perience   of    the   applicant,    including    scholarship, 
personality,   activities   and   paid   work    (91) 

2.  The   occupational   preferences   and   special   qualifica- 

tions of  the  applicant,  with  space  for  a  continuous 
record  of  training  and  experience  (92) 

3.  Cumulative  memoranda  of  service  rendered  the  appli- 

cant by  the  bureau  (93) 

4.  Data    regarding    each    employer    and    position    and 

bureau's  service  to  employer  (94) 

Correspondence  with  all  other  material  relating  to  applicants 
or  employers  is  filed  in  individual  folders  for  reference 
when  needed 


[109] 


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114  Record  Aids  in  College  Management 

Wellesley  also  asks  general  attitude  towards  the  community, 
manner  of  dress,  attitude  toward  officers,  etc    (95) 

Wells  College  in  inquiring  about  applicant's  ability  as  a 
teacher  requests  special  statement  for  each  subject  which 
she  has  taught  in  the  correspondent's  school.  Wells  also 
asks  of  her  success  as  a  disciplinarian  and  of  her  social 
influence  in  the  school 

Some  appointment  bureaus  aim  to  establish  personal  contact 
with  students  during  their  freshman  year  and  to  con- 
tinue it  throughout  the  college  course,  so  that  secretaries 
may  have  something  more  tangible  than  second-hand 
evidence  as  a  basis  for  filling  positions 


Form  95 — Qualifications    for   teaching — 7^^   x   8^   sheet 

To  the  Secretary 

The  Appointment  Bureau 
Wellesley  College 

My  dear  Madam: 

The  following  is  in  reply  to  your  request  for  confidential  in- 
formation regarding  the  qualifications  of 

employed  in  the school 

(inclusive  dates)  as  teacher  of 

(1)  Quality  of  instruction 

(2)  Skill  in  management  of  pupils 

(3)  Social  relation  with  pupils 

(4)  Attitude  toward  superior  officers 

(5)  General  attitude  towards  the  community 

(6)  Manners,  dress,  or  any  other  points  which  are  pertinent 

(In  the  following  please  erase  what  is  not  to  the  purpose) 

I  am  willing  to  have  all  the  above  quoted.  I  am  willing  to 
have  the  above  quoted  as  far  as  it  is  favorable  to  the  candidate.  I 
am  unwilling  to  be  quoted.   I  am  willing  to  be  named  in  reference 

(Signed) 


Appointment  Bureau  Records  115 

The  adviser  of  women  at  Cornell  has  an  interview  with  every 
freshman  in  which  the  following  questions  are  raised  and 
a  record  made : 

Do  you  expect  to  take  up  paid  work  on  leaving  col- 
lege? 
Preferred  vocation? 

Have  you  done  paid  work?     What  kind? 
Positions  held?    Place    Date    Salary 

Columbia  students  in  residence  who  wish  part  time  employ- 
ment while  in  college  are  asked  to  fill  out  a  card  showing 
which  of  several  kinds  of  work  listed  they  are  prepared 
to  do.  The  reverse  of  this  application  blank  contains  a 
printed  promise  to  notify  the  office  the  first  of  February, 
June  and  October  of  positions  and  earnings  and  changes 
of  address;  and  also  to  keep  as  confidential  any  knowl- 
edge about  positions  gained  from  the  appointment  office 

The  appointment  bureau  of  the  University  of  Wisconsin  has 
recently  adopted  new  forms  on  which  references  for 
teachers — faculty  members  (96)  and  superintendents  or 
principals — are  asked  to  report  on  the  qualifications  of 
candidates  for  positions.  These  forms  make  for  far  greater 
definiteness  in  reporting  than  usually  results  when  per- 
sons are  asked  to  formulate  opinions  without  being  told 
specifically  the  kind  of  information  that  is  wanted 

Note  18  factors  in  Form  96.  When  references  write  in  answer 
to  unfactored  questions  do  they  not  frequently  give  mean- 
ingless opinions? 


116 


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118  Record  Aids  in   College  Management 

Basis  of  opinion,  i.  e.  character  and  length  of  acquaintance 
with  applicant,  is  not  called  for  on  blanks  thus  far  re- 
ceived except  on  University  of  Pennsylvania's  blank  re- 
garding teachers 

For  quick  reference  to  available  positions  by  subjects  the 
University  of  Pennsylvania  uses  a  special  3x5  index 
card  giving  position,  title  of  position,  institution,  address, 
position  secured  by and  date 

The  indexing  and  cross  indexing  and  specifying  involved  in 
appointment  bureau  work  are  well  illustrated  by  the  Uni- 
versity of  Pennsylvania's  forms  which  number  eighteen 

1.  Pamphlet  on  purpose  of  bureau 

2.  Registration  blank  to  be  filled  out  in  candidate's  own 

handwriting — three  page  sheet  8  x  11  (97) 

3.  Instructions  to  registrants — 8  x  11  sheet 

4.  For  instructors  regarding  students  (98) 

5.  For  superintendent  or  principal  regarding  teacher — 

8  X  11  (99) 

6.  Index  of  candidates  with  key  facts 

7.  Index  of  persons  placed 

8.  Index  of  institutions  on  list,  with  subject,  title,  spe- 

cial requirements,  persons  to  write  to,  etc 

9.  Index  of  subjects  and  positions 

10.  Follow-up  to  persons  enrolled — dropped  from  list  if  do 

not  answer  (100) 

11.  Notice  of  vacancy 

12.  Corrected  data  sheet  for  persons  enrolled 

13.  Note    requesting    employers    to    treat    credentials    as 

confidential 

14.  Note  for   confidential   data  regarding  positions 

15.  "Not  applied"  return  slip 

16.  "  "       card 

17.  Request  to  call  regarding  (a)  registration  papers,  (b) 

a  position,  or  (c)  to  meet 

18.  Notifying  of  position — "You  are  considered  a  suitable 

candidate"  etc 


Appointment  Bureau  Records  119 


Form    97 — Unusual     questions    on    application     blank — University     of 
Pennsylvania 


11a  State  clearly  any  administrative  or  other  special  duties  you 
have  had  in  connection  with  each  of  the  positions  you  have 
held 

b  Have  you  done  substitute  work  ? If  so,  state  where, 

when,  how  long,  subjects  and  salary 

c  Have  you  tutored  ? If  so,  state  where,  when  and  the 

nature  of  the  work 


13     Have  you  traveled  abroad? Where?. 

When  ? 


14     Have  you  studied  abroad  ? Where  ? .  . 

When  ?    How  long  ? 


15     languages  you  can  speak  readily? 
Read  readily  ? 


17f    Do  you  prefer  any  special  locality' 


19     Personal 

Age? Weight? Height?.  .  . 

Health  ? Nationality  ? 

Married  ? If  so,  how  many  children  ? 

What  church  do  you  attend  ? 

Church  member  ? Do  you  sing  ? 

What  musical  instruments  do  you  play  ? 

Do  you  smoke  ? Do  you  use  liquors  of  any  sort  ? 


120 


Record  Aids  in   College  Management 


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122 


Record  Aids  in  College  Managemetit 


The  office  record  kept  by  Columbia's  Appointment  Office  con- 
tains a  student's  application  including  answer  to  Would 
you  take  a  position  where  the  salary  is  low  but  where  the 
prospects  are  good?  On  the  reverse  side  is  the  official 
record  of  student's  personality  as  reported  by  references 
(101) 


Form   101 — Appointment  bureau — Columbia — 5x8  card 

EXCELLENT 

GOOD 

FAIR 

POOR 

PERSONALITY 

PHYSICAL  APPEARANCE 

JUDGMENT,  GOOD  SENSE 

ENERGY,  INITIATIVE 

PROMISE  OF  GROWTH 

GENERAL  FITNESS 

1 

Miscellaneous  Aids 

Record  forms  have  more  individuality  than  their  general  reputa- 
tion would  suggest.  Nor  is  all  of  this  individuality  ex- 
pressed by  going  beyond  the  minimum  essentials  of  con- 
venience and  despatch.  On  the  contrary,  many  records 
are  so  drawn  that  instead  of  emphasizing  their  service- 
ability to  users  they  carry  an  atmosphere  of  complication 
and  hard-to-use-ness 

Among  minimum  essentials  of  record  making  the  following  me- 
chanical aids  to  quick  and  easy  use  should  be  kept  in  mind 

1 — On  every  blank  it  will  help  to  print  its  own  name,  i.  e., 
the  name  of  the  information  it  calls  for.  It  will  also 
help  where  there  are  many  forms  issued  in  large 
numbers  to  add  the  form  number  and  the  number 
of  copies  printed  or  mimeographed 

2 — After  reducing  the  need  for  explanatory  matter  to  a 
minimum  by  clear  nomenclature  for  each  column 
and  line,  the  necessary  explanations  should  be  printed 
as  near  as  possible  to  the  items  they  explain 

3 — Wherever  use  of  carbons  is  possible  it  is  preferable  to 
requiring  double  writing 

4 — Guide  tabs  help  in  later  classification 

5 — Numbers  along  the  top  for  checking  or  for  putting  on 
metal  clips  help  in  tabulating 

6 — Different  colors   for  different  classes  simplify  counting 

7 — Mimeographing  is  quite  as  satisfactory  as  printing,  is 
ofttimes  cheaper,  and  is  helpful  especially  when  rec- 
ords are  in  tentative  form  and  to  be  changed  by  ex- 
perience 

8 — To  familiarize  students  or  faculty  members  with  forms 
it  is  well  to  send  them  in  advance  when  possible 

9 — Where  totals — left  to  right,  up  and  down — are  called  for 
automatic  checking  is  encouraged  and  mistakes  re- 
duced 

10 — Typographical  aids  include:  one  style  of  type  per  card 
with  dift'erences  of  size  and  blackness  for  subordi- 
nation and  emphasis,  minimum  capitalization,  dot- 
ted lines  from  question  to  answer,  numbering  points 

11 — Space  for  summaries  fosters  use  of  data 

12 — Use  of  record  forms,  preferably  while  in  proof  form, 
as  clinical  material  for  training  investigators, 
teachers,  statisticians,  will  enrich  training  and  im- 
prove records 

[123] 


Index 


Ability,  student  analyzed,  7,  8 

Absence,  excused  and  inexcused,  61 ; 
students,  17,  53,  54;  instructors, 
88,  90,  91 

Accounts,  see  Budgets;  Time  records 

Admission,  application  for,  7;  new 
plan,  7,  8;  on  probation,  13;  per- 
sonal interview  required,  13 ;  rec- 
ords, 7,  13,  62;  supplementary 
tests,  9 

Adviser,  cumulative  record,  15,  16; 
of  women,  records,  21,  115;  report, 
27 

Aid,  financial,  68;  in  record  making, 
15,  61,  123 

Allen  and  Pearse,  see  Self-Surveys 
by  Teacher  Training  Schools,  94 

Alumnae  and  Alumni,  see  Associa- 
tion of  Collegiate  Alumnae ;  Grad- 
uates 

American  Association  of  Collegiate 
Registrars,  circulates  forms,  14; 
receives  suggestion  for  numbering 
courses,  61 

Application  for  admission,  usual 
blank,  7 

Appointment  bureau,  records,  31, 
109-122;  consulted  about  scholar- 
ships, 67;  contact  with  freshmen, 
114 

Association  of  Collegiate  Alumnae, 
study  of  graduates,  72;  record  72 

Athletics,  see  Physical  training; 
Health 

Attendance,  a  test  of  physical 
efficiency,  40,  42;  devices  for  re- 
cording, 53;  reports  required  of 
staff,  88,  90,  91 

B 

Bryn  Mawr,  2 

Budgets,  college,  found  valuable,  95 ; 
estimate  blanks,  96,  97;  reducing 
the  labor  of  making,  100;  compari- 
son of  actual  and  estimated  costs 
essential,  101 ;  supporting  reasons 
required,  101,  103;  see  Time  bud- 
gets 

Budgets,  student,  of  expenses  and 
resources,  65;  forms,  67,  69;  local 
study  needed,  66;  self-supporting 
students  assisted  in  planning,  67; 
Smith  study,  66,  67 ;  Yale  study, 
66;  see  Time  budgets 

Budgets,  student  organization,  re- 
quired, 108;  may  not  be  exceeded, 
108 

Buildings,  see  Space 

Bureau,  appointment;  see  Appoint- 
ment bureau 

Burton,  President,  8,  88,  95 

Butterfield,  President,  81,  101 

[124] 


California,  University  of,  2,  65 

Carnegie  Foundation  for  the  Ad- 
vancement  of   Teaching,   68 

Carnegie  Institute  of  Technology,  2, 
13,  40,  41,  50,  53,  55,  56,  61,  68,  70, 
106 

Catalog,  numbering  courses,  61 

Certificate,  entrance  7;  for  examina- 
tions, 9;  of  character,  blanket,  13; 
physician's,  9,  10,  11;  vaccination, 
10;  factored,  13 

Chandler,  Dean,  22 

Chaperones,  registered,  106 

Character,  good  moral,  a  negative 
term,  9;  moral,  7;  test  supple- 
mented, 9;  blanket  certificate,  9; 
see  Characteristics;  Personality 

Characteristics,  of  examination 
books,  8;  buried  under  environ- 
ment, Z7  \  contrasting,  27 ;  noted  at 
personal  interview,  13;  physical, 
see  Health;  Personality 

Chicago,    University  of,   2 

Church,  information  about,  15 

Cincinnati,  University  of,  20,  22,  Z7 

Class  adviser,  see  Adviser 

Classrooms,  see  Space 

Clerical,  stafif,  time  record  of,  88,  92; 
work  reduced,  61 ;  work  of  faculty, 
record  of,  94 

College  activities,  records  of,  19,  21 

College  of  the  City  of  New  York, 
24,  25,  40,  46,  47,  48,  49,  51,  52,  53, 
70 

College  Records,  see  Records 

Colleges,  growth  of,  necessitates 
records,  5 

Colorado   College,  2 

Columbia,  2,  9,  12,  26,  65,  67,  115,  122 

Committee,  members,  index,  88 

Conditions,  eliminated  under  new 
plan  of  admission,  8;  record  of,  62 

Confidential  records,  13,  22>,  114,  115, 
117,  118,  120,  121 

Cooperative  education,  27 

Cooperative  study,  scope  of,  5;  pur- 
pose of,  5 

Cornell,  21,  34,  107,   115 

Cost  of  living,  66 

Courses,  catalog  numbering  of,  61 

Cross  indexing,  see  Indexing 


D 

Dartmouth,  64 

Deans  and  advisers,  records  of,  15, 
16,  17  18,  19,  20,  21,  23,  26,  27,  28; 
admit  conditionally,  13;  personally 
interview  candidate  for  admission, 
13;  interview  students  annually,  26; 
unravel  personality  tangles,  22;  of 
women  register  women,  14 


Index 


125 


Deficient,  see  Delinquent;  Scholarship 
Delinquent  students,  assistance  given, 
23;    delinquency    analyzed,    17,    20, 
23;    records    of,    17,    20,    22,    23; 
special    interviews    with,    22,    26; 
suggestions    about,    23 ;    value    to 
deans   of   instructors'   analysis,   22, 
24;  warnings  to,  24,  25 
Discipline,  records,  21 
Dropping  out,  see  IVithdrawal 


Education,  cooperative,  Z7 ;  indus- 
trial, 2)7 

Educational  reasons  for  college  rec- 
ords, 5 

Efficiency,  budgets  contribute  to,  95 ; 
of  buildings,  see  Space;  physical, 
11,  12,  40,  42;  points,  physical,  42; 
record  of,  34,  35,  2i6,  44;  safe- 
guarding academic,  2Z 

Elmira  College,  2 

Employment,  see  Staff ;  Appointment 
Bureaus;  Self-support 

Engineers,  Cincinnati,  37 

English,  grading  in  elective  course,  64 

Entrance,  see  Admission 

Environment,  influence  on  personal- 
ity, 37   _ 

Examination,  certificate,  9;  physical 
for  admission,  9,  10,  11,  12;  for  ad- 
mission, new  plan,  7,  13 ;  reader 
analyzes  student  ability,  7,  8 ;  re- 
ports, 7;  see  Health  records 

Exceptional;  ability,  13;  students 
commended,  24,  26 

Expenses,  see  Budget 

Extra  teaching,  time  distribution,  88; 
loads,  93;  records,  94 


Factored  questions,   13,  30,  34,  74 

Factoring,  30,  34,  74 

Facult}^  attendance  reports,  88,  90, 
91 ;  attitude  toward  delinquency  re- 
ports, 24;  individual  records,  88, 
89;  success  affected  by  extra  teach- 
ing activities,  88 ;  time  records,  see 
Time  budgets;  Staff 

Feet,  12,  41 

Financial,  aids,  68;  condition,  stu- 
dents' learned  at  interview,  13 ;  in- 
security causes  mental  strain,  67; 
management  of  student  organiza- 
tions, 107,  108;  see  Budgets; 
Scholarship  funds;  Self-support 

Fitness,  of  men  for  jobs,  37;  physi- 
cal, measure  of,  40;  professional, 
34,  35 

Follow-up,  letters,  24,  to  students  who 
dropout,  55,  57;  health  conferences, 
51.  52;  of  candidates  for  positions, 
118,  121;  records,  51,  101 


Forms,  how  obtained,  6;  reproduced 

in  part,  6;  size  of,  6;  see  records 
Foundations,  educational,   5 
Freshmen,  afternoon  recitations  for, 
75 ;  lecture  work  for,  75 


Games,  see  Physical  training 

Grades,  based  upon  examinations,  in- 
sufficient, 7 ;  summaries,  60,  63,64 

Grading,  difficulties  in  standardizing, 
63,  64;  for  professional  fitness,  35, 
36;  methods  of  standardizing,  63; 
plan  in  elective  course  in  English, 
64;  records  for  standardizing,  63, 
64;  student  characteristics,  29,  31, 
38;  system  based  on  a  fiction,  64; 
under  new  plan  examination,  7; 
see  Self-rating 

Graduates,  facts  about,  72;  questions 
asked  of,  72-76;  records,  72-76; 
salary  curves,  7Z;  study  of  women, 
72,  73 ;  see  Appointment  bureau 

Gymnastics,  see  Physical  training; 
Health 

H 

Hadley,   President  A.  T.,   67 

Harvard,  7,  55,  68 

Haverford  College,  61 

Hazeltine,    Preceptress,    M.    I.,    34 

Health,  affecting  scholarship,  20;  cer- 
tificates required,  9;  effect  of  self- 
support  on,  65-67 ;  essential  to 
efficiency,  11;  good,  a  negative 
term,  9;  officer  on  scholarship 
committee,  67 ;  student,  40 ;  rec- 
ords, 10-12,  18,  20,  41,  45-52 

Heckel,  Dean  22 

Heidelberg  University,  61 

Higher  education,  see  Education 

Hobart  College,  58 

Home  economics  department,  Cor- 
nell, professional  fitness,  34 

Honor  system,  physical  training,  40- 
45 

Hours,  see  Ti}ne  budgets 

Howard  University,  53 

Hughes,   President  R.  M.,  85 

Hunter  College,  2 

Hurt,  President,  38,  57 

Hygiene,  department  of,  C.  C.  N.  Y. 
academic  credit  for  work,  40;  rec- 
ords, 47,  48,  49,  51 ;  individual  in- 
struction, 52 

I 

Idaho,  University  of,  85,  95 
Illinois,  University  of,  95 
Independent,  The,  64 
Indexing,     in     appointment     bureau 

work,  118:  of  committees,  88 
Indiana,  University  of,   107 
Individual,    records   after   admission, 

17-21 ;  student  needs,  13,  26,  52,  68 


126 


Index 


Industrial  work,  see  Education 

Institute  for  Public  Service,  6,  30, 
33,  78,  79 

Instructors,  see  Faculty 

Interview,  personal,  for  all  candi- 
dates, 13;  at  least  once  a  year,  26 

J 
Jamestown   College,  88,  91 
Juniors,  afternoon  recitations  for,  75 ; 
lecture  work  for,  75 

K 

Kansas  State  Agric.  College,  31,  61, 

76.  77,  88,  92,  101,  102,  103 
Kansas,    University  of,  60 
Keppel,  Dean,  26 


Lambuth,  David,  64 

Lafayette  College,  22.  61 

Lake  Forest  College,  72 

Lawrence   College,   16 

Leete,  Dean,  13 

Library  field  work  score  card,  35 

Living,  cost  of,  66 

M 

McCastline,  Dr.  Wm.   H.,   12 

McKendree  College,  38,  39,  55,  57 

Maine,  University  of,  72 

]\Ianagers,  instruction  to,  107,  108 

Map,  colleges,  universities  and  nor- 
mal schools,  128 

Marking,  self.  30;  see  Grading 

Mass.  Agric.  College,  70,  81,  88,  90, 
101,  104,  105 

Mentality,  noted  at  personal  inter- 
view, 13 ;  examination  to  test,  7 

Metal  clips,  123 

Metropolitan  Life  Ins.  Co.,  budget 
form,  69 

Miami.  85,  107,  108 

Minnesota,  University  of,  14,  19,  24, 
61,  63,  76,  77,  81.  83,  88,  89,  95,  106 

Missouri,  University  of,  59 

Moral  character,  7 

Mt.  Holyoke,  7,  9,  13 

N 
New  York  University,  53 
Northwestern  University,  106 

O 

Oberlin,  106 

Occupation  Bureau,  see  Appointment 
Bureau 

Oregon    State   Agric.   College,   61 

Organizations,  see  Student  organisa- 
tions 

P 

Parents,  appeal  to,  helpful,  22;  grades 
reported  to,  24;  asked  to  cooperate, 
24;  reports  and  warnings  to,  24,  25 


Pennsylvania,  University  of,  118,  119, 
120,  121 

Personal,  interview  required  for  ad- 
mission, 13;  see  Individual 

Personality,  development  of  by  col- 
leges, 26,  38;  influence  of  environ- 
ment, 37;  records,  18,  29-39;  rec- 
ords a  guide  in  recommending  for 
positions,  30;  tangles  deans  must 
unravel,  22;  see  Character;  Char- 
acteristics 

Physical,  condition  a  factor  in  self- 
support,  66;  fitness,  measure  of, 
40;  records,  see  Health;  skill,  meas- 
ure of,  40 

Physical  training,  academic  credit 
for,  40;  director,  C.  C.  N.  Y.,  46; 
Wellesley.  10;  honor  system,  41-44; 
see  Health 

Physician's  certificate,  9,  10,   11 

Plans  of  students,  after  graduation, 
16,  20 

Point  system,  107 

Polytechnic  Institute,  Brooklyn,  2 

Positions,  see  Appointment  bureau; 
Self-support 

Posture,  12,  42,  46 

Practice,  apartment,  work,  34 

Pratt  Institute,  9.  18,  40,  41,  42,  43, 
44,  45.  46,  81,  84.  100 

Preparation,  affecting  scholarship,  20 

Princeton.   7 

Probation,  see  Admission;  Delinquent 
students 

Professional   fitness.  34,  35 

Proficiencv  points,  physical,  43,  44 

"Project  plan"  101,  104,  105 

Q 

Qualifications,  see  characteristics 
Questionnaires,   to   graduates,   72-75; 
value  of  specific  questions,  74 

R 

Radcliffe,  2 

Record  keeping,  made  easier,  53; 
rule  of  record  keeping,  53 

Records,  a  guide  5 ;  additional  will 
be  made  available,  6;  futile,  40; 
individuality  in.  123 ;  necessitated 
by  growth  of  colleges,  5 ;  needed  to 
meet  demands  and  challenges,  5 ; 
not  yet  centralized,  6 ;  progress  in^ 
promoted  by  criticism,  6;  safe- 
guard academic  efficiency,  22; 
studies  made  if  requests  justify, 
6;  sent  for  study,  2;  see  Conftden- 
tial  records;  see  Forms 

Recreation,  minimum  essential  for 
welfare,  70 

Religion,  see  Church 

Registrars,  American  Association  of 
Collegiate,   14,  61 


Index 


127 


Registration,  by  mail,  14;   facilitated 
by  special   devices,    14,    15 ;    forms, 
14;  of  former  students  by  separate 
officer,     14;     of     former     students 
simplified,   14;   of  women  by   dean 
of  women,  14;  of  social  functions, 
106;    special    information    obtained 
during,  14,  15,  40 
Requirements    for   admission,  7 
Rhode  Island  State  College,  29 
Rochester,   University  of,   2 
Rules  for  instructors,  84 


Salaries  of  graduates,  72,  73 

Schneider,   Dean  H.  G.,  37 

Scholarship,  committees,  67 ;  progress 
in,  22;  reports  to  parents,  25; 
quantitative  tests  inadequate,  7;  re- 
quirements, 64;  supplementary  data 
for  interpreting,  17-21,  26;  see 
Grades;  Delinquent  students 

Scholarship  funds,  administration, 
67;  inadequate,  65;  increase  of 
through  publicity,  68 ;  records,  68 

Scholarship  records,  helpful  sugges- 
tions from,  61 ;  three  general  types, 
58-60 

Scope  of  study,  limited,  5 

Self-government,  107 

Self-rating  sheets,  30,  3^,  39 

Self-support,  student,  affecting 
scholarship,  20;  danger,  65;  differ- 
ing views,  65 ;  facts  needed  for 
meeting  problem,  66;  interference 
with  recreation,  70;  records,  15,  19; 
see  Budgets;  Students 

Self-surveys  by  teacher  training 
schools  (Allen  &  Pearse),  93,  94 

Seniors,  afternoon  recitations  for,  75; 
lecture  work  for,  75 

Size  of  forms,  6 

Smith  College,  7,  8.  9,  13,  64,  66,  67, 
74,  81,  82,  88,  95.  96.  97,  98,  99,  100 

Social,  student  activities,  records 
kept,  21 ;   functions  registered,   106 

Societies,  see  Student  Organizations 

Sophomores,  afternoon  recitations 
for,  75 ;  lecture  work  for.  75 

Space,  use  of,  records,  77-79;  teach- 
ing efficiency  vs.  multiplication  of 
buildings.  75,  76 

Sports,  outdoor,  13 ;  registering  for, 
40 

Staff,  clerical  records.  88.  92:  rules 
governing,  84 ;  written  agreements 
with,  81-84;  see  Faculty 

Stevens  Institute,  2 

Storey,  Dr.  Thos.  A.,  46,  70 

Stowe.  President  A.  M..  93 

Student  activities,  records,  19.  21 ; 
supervision,  106;  time  consuming, 
22 


Student       government       association, 

point  system,  107 
Student     organizations,     record     of 

membership,    19,    21 ;    supervision, 

106-108;  see  Budgets 
Surveys,   Wis.   normal  and  univ.,  93 
SjTacuse  University,  24 


Tardiness,  of  faculty,  88,  91 ;  of  stu- 
dents, 53 

Teacher  personality  card,  30,  33 

Teachers,  see  Faculty 

"Teaching  load",  see  Time  budgets; 
Faculty 

Technical  schools,  test  adaptability,  34 

Tennant,  Registrar  H.  M.,  61 

Time  budgets,  faculty,  make  for 
equitable  distribution  of  work,  93 ; 
opposition  to,  88;  records  of  teach- 
ing load,  86,  87 ;  records  of  extra 
teaching  work,  89-94 

Time  budgets,  student,  hours  of 
recreation,  70;  hours  of  work  re- 
stricted, 70;  study  by  Mass.  Agr. 
Col.,  70,  71 ;  time  on  studies,  20 

Time  sheets,  for  faculty.  93,  94 

Toledo,  University  of,  93 

Treasurers,  instruction  to,  107 

U 

Uniform  accounting  systems  for  stu- 
dent organizations,   108 
Union  College,   17,  21 

V 
Vaccination  certificate,  10 
Vassar,  7,  9.   13.  24,  41,  78,  79,   109, 

110,  111,  112,  113 
Vermont,  University  of,  9,  22 
Vocations,  see  Appointment  bureau 

W 

Wage  earning,  see  Self-support 

Warnings,  see  Delinquent  students 

Washburn  College,  29 

Washington  State  College,  53.  54 

Washington,  University  of,  14,  59 

Welfare  of  students  safe-guarded,  68 

Welleslev.  7,  9,  10,  13,  60,  114 

Wells  College.  114 

William  Smith  College,  58 

Wisconsin  normal  and  university 
surveys.  93 

Wisconsin.  University  of,  24.  34,  35, 
36.  74,  75,  93,  95.  101.  115.  116,  117 

Withdrawal,  letter  of  inquiry  about, 
57 ;  reasons  for,  55,  56,  57 ;  record 
of.  56,  62 

Work,  see  Self-support;  Appoint- 
ment   bureau 

Women,  adviser  of.  21;  dean  of,  15; 
student  government  ass'n.,  107 

Yale,  7,  41,  66,  67,  72 


128 


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